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EDUCATIONDEPARTMENT CURRICULUM

TROPICALRAINFORESTS

Written and Compiled by Kelly DrinnenConsulting with Gary Outenreath and Pat Sharkey

Cover Design by Chris Lowe3rd edition, 2000

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TABLE OF CONTENTS

MISSION STATEMENT ................................................................................................i

EDUCATION DEPARTMENT MISSION STATEMENT & GOALS..........................i

INTRODUCTION ...........................................................................................................ii

CHAPTER ONE: WHAT IS A TROPICAL RAINFOREST?Definitions............................................................................................................1Climate.................................................................................................................1Forest Layers........................................................................................................2

Activity: Rainforest Layers (K-5 ............................................................4Activity: How Hot Is It? (6-8) ................................................................9Activity: Elevation Situation (9-12)........................................................11

CHAPTER TWO: WHERE IN THE WORLD ARE TROPICAL RAINFORESTS?Global Distribution ..............................................................................................13Geographic Locations ..........................................................................................14World Map...........................................................................................................15

Activity: Pole To Pole (K-5)...................................................................16Activity: Continents And Countries (6-8)...............................................18Activity: Rainforest Coordinates (9-12) .................................................23

CHAPTER THREE: TROPICAL RAINFOREST PLANTSIt’s Not A Jungle In There ...................................................................................25Conditions For Growth ........................................................................................25Leaves And Layers ..............................................................................................25Tremendous Trees................................................................................................26Tarzan Transport..................................................................................................27Plants On Plants ...................................................................................................27Plant Protection....................................................................................................28

Activity: Leafy Layers (K-5) ..................................................................29Activity: Bromeliads (6-8)......................................................................31Activity: Plant Puzzle (9-12) ..................................................................34

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CHAPTER FOUR: TROPICAL RAINFOREST ANIMALSLiving Zoos..........................................................................................................37Animal Adaptations .............................................................................................37Survival Skills......................................................................................................38Feeding Strategies................................................................................................39Unusual Animals..................................................................................................39

Mammals........................................................................................................39Reptiles ..........................................................................................................40Amphibians ....................................................................................................40Fish.................................................................................................................41Birds...............................................................................................................41Insects Galore.................................................................................................42

Activity: Leafcutter Ants (K-5) ..............................................................43Activity: Create A Creature (6-8) ...........................................................46Activity: What’s In A Name? (9-12) ......................................................48

CHAPTER FIVE: RAINFOREST RELATIONSHIPSSymbiosis.............................................................................................................53

Mutualism ......................................................................................................53Commensalism...............................................................................................53Parasitism.......................................................................................................53

Pollination Relations............................................................................................54Seed Dispersal......................................................................................................55

Activity: Pollen Exchange (K-5) ............................................................57Activity: Seed Journeys (6-8) .................................................................59Activity: Flower Anatomy (9-12) ...........................................................60

CHAPTER SIX: TROPICAL RAINFOREST PEOPLEIndigenous People................................................................................................65Rainforest Farmers...............................................................................................65Rainforest Hunter-Gatherers................................................................................66Cultural Trade ......................................................................................................67Physically Fit .......................................................................................................67Healing Traditions ...............................................................................................67Rainforest People Today......................................................................................68

Activity: Hunting Tools (K-5) ................................................................69Activity: Mola Magic (6-8).....................................................................71Activity: Rainforest Rap (9-12) ..............................................................73

CHAPTER SEVEN: WHY ARE TROPICAL RAINFORESTS IMPORTANT?Biodiversity..........................................................................................................75Knowledge ...........................................................................................................75Food .....................................................................................................................76Air ........................................................................................................................76Water....................................................................................................................77Health...................................................................................................................77

Activity: Tropical Products (K-5)...........................................................79Activity: Rainforest In A Jar (6-8)..........................................................82Activity: Medicinal Plants (9-12) ...........................................................84

CHAPTER EIGHT: PROTECTING AND PRESERVING TROPICALRAINFORESTS

Where To Begin...................................................................................................86Purchasing Power.................................................................................................86

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Ecotourism ...........................................................................................................87Conservation Organizations.................................................................................87Moody Gardens....................................................................................................88The End? ..............................................................................................................89

Activity: Preserving Rainforests (K-5) ...................................................90Activity: Informed Choices (6-8)............................................................92Activity: Persuading The Public (9-12) ..................................................95

APPENDIX 1Rainforest Conservation Organizations ...........................................................................97

APPENDIX 2Moody Gardens Education Programs ..............................................................................99

APPENDIX 3Texas Essential Knowledge and Skills (TEKS) Alignments............................100

GLOSSARY .................................................................................................................122

BIBLIOGRAPHY.........................................................................................................126

MOODY GARDENS MISSION STATEMENT

Moody Gardens is a public, nonprofit educational destination utilizing nature in theadvancement of rehabilitation, conservation, recreation and research.

EDUCATION DEPARTMENT MISSION STATEMENT

The Education Department at Moody Gardens strives to instill in guests enthusiasm,appreciation and stewardship for the natural world by creating a stimulating environmentfor learning.

EDUCATION DEPARTMENT GOALS

The goals of the Education Department are...

· to offer a variety of educational programs and publications.· to create programs which motivate guests to action.· to provide a fun and educational experience for guests of all ages.· to ensure that every guest learns something new.· to present accurate, meaningful information to our guests.· to supplement the traditional classroom experience.· to furnish continuing education opportunities for teachers.· to provide interdisciplinary curricula which support the Texas Essential Knowledge

and Skills (TEKS).

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INTRODUCTION

The conservation of tropical rainforests has received tremendous publicity over the pastten years. Almost everyone has seen or heard something about disappearing rainforestsand what they should or should not do to help save them. But, what most people lack isan understanding of rainforests and why they are so important.

This curriculum guide is provided to help close the information gap. Chapters onethrough six provide basic information on the characteristics, locations, contents, andinhabitants of tropical rainforests around the world. Chapters seven and eight focus onthe importance and conservation of these rainforests.

Each chapter concludes with three related classroom activities. These may be used tointroduce and/or review the topic of discussion. One activity is designed for use withgrades K-5, one for grades 6-8, and one for grades 9-12. We encourage teachers to adaptany or all of these activities to suit their particular grade level.

Teachers planning field trips to The Rainforest at Moody Gardens are encouraged to usethis curriculum guide to prepare their students for the visit. We find that students with abasic understanding of the rainforest have a greater appreciation for and interest in whatthey see. Curriculum activities can also be used as review after the visit.

CHAPTER ONEWHAT IS A TROPICAL RAINFOREST?

DEFINITIONS

In general, a rainforest is a forested area that receives over 60 inches of rain per year.Some rainforests receive in excess of 200 inches of rain per year while others mayreceive as much as 400 inches. Specific types of rainforest are labeled in terms of theirelevation and average temperature.

Rainforests located from sea level to approximately 4900 feet (1500 meters) areconsidered lowland rainforests. These account for most of what we consider rainforests.Those located above 4900 feet (3000 meters) are considered montane rainforests. Here,temperatures are lower, fewer species of plants and animals are represented, and plantsare much smaller in stature. This includes what many people refer to as cloud forests,where plants are constantly swathed in mists and fogs.

Rainforests classified by temperature are generally referred to as temperate or tropicalbased on their geographic locations. Generally, temperate rainforests have average

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temperatures less than 70 degrees Fahrenheit (21 Celsius). Tropical rainforests haveaverage temperatures from 70 to 90 degrees Fahrenheit (21-50 Celsius).

When elevation and temperature characteristics are combined, we find that a majority ofthe world’s rainforests are tropical lowland rainforests. However, these are mostcommonly referred to as simply tropical rainforests, a term coined by a German scientistas early as 1898.

CLIMATE

Temperature variation in a tropical rainforest is minimal. There may be as little as tendegrees difference between the hottest and coldest months of the year in any givenregion. At ground level, even the difference between daytime and nighttime temperaturesis negligible. High humidity, usually 70 to 90 percent, is a byproduct of the consistentlyhigh temperatures and the abundant rainfall.

A tropical rainforest doesn’t experience seasons as we know them. In the United States,winter, spring, summer, and fall define specific times of year in terms of expectedtemperature and weather conditions. In a tropical climate, temperature is fairly constant.Seasons, where they exist, are described only in terms of the weather--wet or dry.

Seasonally dry forests have the only truly distinct wet and dry seasons. Very littlerainfall, if any, occurs for 3-4 months of the year. Seasonally flooded forests have fairlyconsistent rainfall but experience several months of flooding each year as a result ofmelting snow in the mountains. Flooded forests also experience fairly consistent rainfallbut, due to geology and topography, are flooded year round.

FOREST LAYERS

Within a tropical rainforest there are four distinct layers of life—the emergent, thecanopy, the understory, and the forest floor. These layers are generally described interms of plant life, but animal life can also be categorized this way.

The uppermost layer of the tropical rainforest, known as the emergent layer, consists ofgiant trees from 150 to 250 feet tall (46-76 meters) that emerge from the canopy to forman extra umbrella-like layer. Sloths, monkeys, and a variety of bird species occupy thislayer.

The second layer, the canopy, is formed by trees that grow between 60 and 150 feet tall(18-46 meters). The flat crowns (tops) of these trees form a dense habitat that sustainsmost of the plant and animal life found in tropical rainforests. Many animals live theirentire lives in the canopy where much of the food they need is produced. The canopylayer also serves as a sunshade for the rainforest below, absorbing a majority of thesunlight. Only about two to five percent of the sunlight penetrates the canopy andreaches the forest floor.

Below the canopy is the understory, which contains small trees from about 30-60 feet (9-18 meters) in height. Some of these trees will eventually form part of the canopy, whileothers will remain in the understory. Lianas, orchids, and bromeliads also form a part ofthis layer.

The forest floor may lie more than 60 feet (18 meters) below the canopy. This layercontains mostly seedlings, herbs, and ferns. Vegetation is sparse due to the reduced

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amount of sunlight. Temperatures at this level may be considerably cooler than in thecanopy.

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RAINFOREST LAYERSACTIVITY: GRADES K-5

Objective: Students will be able to identify three layers of a rainforest and understandhow they affect one another.

Materials: White construction paper, 12” x 18” (one per student)Green construction paper, 3” x 6” (three per student)Green construction paper, 3” x 4” (eight per student)Brown construction paper, 1” x 10” (three per student)Brown construction paper, 1” x 6” (four per student)Rainforest layer labels (one set per student)ScissorsGlue or paste

Procedure:

1. Distribute materials to students as noted above.2. Show students how to make trees and bushes from the construction paper pieces.

A. For each canopy tree use a 1” x 10” brown piece for the trunk and cut a 3” x6” green piece to create an umbrella-shaped tree top.B. For each understory tree use a 1” x 6” brown piece for the trunk and cut a3” x 4” piece to create an umbrella-shaped tree top.C. For each forest floor bush cut a 3” x 4” green piece into a roundish shape.

3. Direct students to place the white paper in a horizontal position then glue or pastethe trees and bushes onto it. Begin with the canopy, continue with the understory,and end with the forest floor (see sample on page 8).

4. Glue or paste each of the layer labels in the appropriate area of the picture (seesample on page 8).

5. Conduct a review using the newly created pictures. How many layers does arainforest have? What are the layers called? Which layer is at the top? Whichlayer is in the middle? Which layer is at the bottom?

6. Direct students to draw the sun somewhere at the top of the page, then draw straightlines from the sun to represent the sun’s rays. Where do most of these lines end?Which layer gets the most light? Which layer gets the least light? Which layer isthe warmest? Which layer is the coolest? Why? Use the pictures to help answerthese questions.

Related Activities:

1. Hang a 4-foot length of butcher paper vertically on a wall or bulletin board. Dividethe butcher paper into four sections and label them “emergent,” “canopy,”“understory,” “forest floor.” Mark and label each student’s/teacher’s height as theystand with their back against the paper (see diagram below). Which layer has themost students? Which layer has the fewest students? Are there students in everylayer? Create addition and subtraction problems using information from thisactivity.

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EMERGENT

CANOPY

- Christina

UNDERSTORY

- David FOREST FLOOR

2. Use students to create the rainforest layers. Direct the tallest students to stand in arow with their arms spread at shoulder height, touching the fingertips of thestudents next to them. These students are the canopy. Direct several smallerstudents to kneel upright beneath and slightly in front of the canopy. These studentsare the understory. Direct the remaining students to sit on the floor beneath andslightly in front of the understory. These students are the forest floor. Thisarrangement can be used to demonstrate the more open spaces of the forest floorand the interconnected tree crowns of the canopy.

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RAINFOREST LAYER LABELS

Copy this page, cut out labels, and distribute one set to each student.

CANOPY UNDERSTORY FOREST FLOOR









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HOW HOT IS IT?ACTIVITY: GRADES 6-8

Objective: Students will be able to convert temperatures from Fahrenheit to Celsiusand vice versa.

Materials: Thermometers with Fahrenheit scales onlyPencilsPaper

Background Information:

A temperature scale is determined by selecting two constant temperatures and dividingthe resulting interval into a certain number of degrees. A Fahrenheit scale separates theinterval between the boiling and freezing points of water into 180 degrees. A Celsius (orCentigrade) scale separates the same interval into 100 degrees.

In the United States, we use the Fahrenheit scale for measuring temperatures. This scalewas developed by a German physicist named Gabriel Fahrenheit. In most other parts ofthe world, the Celsius scale is used instead. This was invented by Anders Celsius, anastronomy professor in Sweden. The Celsius scale is also referred to as the Centigradescale because of the 100 degree interval. Centi comes from a root word meaning 100,and grade comes from a root word meaning degree.

Because the Celsius scale is more widely used, it is often necessary for us to convertbetween Fahrenheit and Celsius temperatures. The formulas are as follows:

(ºF - 32) x 5/9 = ºC or ºC x 9/5 + 32 = ºF

Procedure:

1. Write the temperature conversion formulas on the blackboard. Identify what eachof the letters in the formulas represents:ºF = degrees Fahrenheit, ºC = degrees Celsius.

2. Conduct some sample conversions using the boiling and freezing points of water.The boiling point of water is 100ºC which equals 212ºF, while the freezing point is0ºC which equals 32ºF.

3. Ask students to convert the average rainforest temperatures (70-90ºF) to Celsius.The result should be 21-32ºC.

4. On a warm spring day, give students thermometers and direct them to taketemperature readings outdoors. Have them select a number of sights in the sun, inpartial shade, and in complete shade. By how many Fahrenheit degrees do thesetemperatures vary? By how many Celsius degrees do these temperatures vary? Thevariation in temperatures between sun, partial shade, and full shade can becompared to the temperature variations between canopy, understory, and forestfloor in the rainforest. Remember, only canopy trees get full sun. Everything elsein the rainforest is shaded by the canopy.

Related Activities:

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1. Discuss humidity with the students. This is a measure of how much moisture is inthe air. When humidity is low, the air is capable of absorbing greater amounts ofwater so evaporation takes place quite readily. Evaporation draws heat away fromthe body so it seems cooler than the actual temperature. When humidity is high, theair cannot absorb as much water so less evaporation takes place. This makes itseem hotter than the actual temperature. Humidity tends to be high in a rainforest.

2. Using the altitude measurements for the different types of rainforest, practiceconverting from standard to metric measurements and vice versa. The followingconversion formulas may be used:

1 foot = .3048 meters1 yard = .9144 meters1 meter = 1.0936 yards

ELEVATION SITUATIONACTIVITY: GRADES 9-12

Objective: Students will be able to create contour and elevation maps.

Materials: Graph paperPencilsColored pencilsElevation map of worldContour map of world


Elevation, the height of land above or below sea level, is used to help differentiatebetween lowland and montane rainforests. This is the direct result of temperature andclimactic changes associated with elevation. For every 1,000 foot (305 meter) increase inelevation, air temperature decreases by approximately 3.6ºF (2ºC). Such significanttemperature variation helps explain why some mountains in equatorial regions arecovered in snow.

Elevation also has a considerable effect on rainfall. Moist air blowing in from the coastis forced to rise when it reaches a mountain barrier. As it rises, it cools and precipitationoccurs. Thus, the side of the mountain facing the wind, the windward side, receives agreat deal of moisture. As air flows down the other side of the mountain, the leewardside, it warms and becomes drier. Rainforests are usually found on the windward side ofmountain ranges while deserts are often found on the leeward side.

Elevation maps show elevation by using a different color or pattern to represent eachelevation range. For example, green may represent land from 0-1,000 feet (0-305meters); tan may represent land from 1,000-2,000 feet (305-610 meters); and, brown mayrepresent land from 2,000-4,000 feet (610-1,220 meters). Contour maps show elevationby using lines to connect all the points at a set elevation. For example, one line mayrepresent all land at 1,000 feet (305 meters) above sea level; a second line may representall land at 2,000 feet (610 meters), and so on. The closer the contour lines, the steeper theslope.

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An elevation profile can be used to create a side view or cross section of an area along aline drawn between two points. It is essentially a line graph where the horizontal axisrepresents sea level and measures distance from point A to point B. The vertical axismeasures elevation above sea level, usually in hundreds or thousands of feet (meters).

Procedure:

1. Show students an elevation map and a contour map of the world. Explain thedifference between the two styles of map and how they identify changes inelevation.

2. Provide each student with a copy of an elevation or contour map of South America.Direct them to select two points on the map and draw a straight line between them.

3. Have each student create an elevation profile along the line he/she has drawn. Theprofile should be drawn to scale and colored to identify the different elevationranges.

Related Activities:

1. Have students create an elevation or contour map of the school grounds. Allowthem to measure the height of different structures and land forms on property usingthe main parking lot as their “sea level” reference point.

2. Create an elevation profile of your city/county/state. What are the key features ofthis region? How does this affect temperature and rainfall? What adaptations oralterations have people devised to deal with the topography of the region?

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CHAPTER TWOWHERE IN THE WORLD ARE TROPICAL RAINFORESTS?

GLOBAL DISTRIBUTION

All told, tropical rainforests cover approximately six percent of the Earth’s total landarea. Almost all of these occur within a band around the Earth between the Tropic ofCancer in the north and the Tropic of Capricorn in the south (23.5 degrees north andsouth of the equator). This area receives a nearly constant amount of exposure to the sun,as well as more intense energy from the sun, thus providing ideal growth conditions fortropical rainforests.

Within this tropical zone, tropical rainforests are located in three main regions: Africa,Asia, and the Americas.

Africa, including Madagascar, contains approximately 19 percent of the world’stropical rainforests, accounting for 460-500 million acres (184-200 millionhectares). Although this accounts for the smallest portion of the world total, theIturi rainforest of the Zaire River Basin is the second largest contiguous tropicalrainforest of the world.

Asia, including the Pacific Islands and small areas of Australia, contains about 25percent of the world’s tropical rainforests, accounting for 600-650 million acres(240-260 million hectares).

The Americas, including large portions of Central and South America as well asthe Caribbean, contain approximately 56 percent of the world’s tropicalrainforests, accounting for over 1300 million acres (520 million hectares), by farthe greatest tropical rainforest acreage. This is also the location of the world’slargest contiguous tropical rainforest, Amazonia.

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GEOGRAPHIC LOCATIONS

AFRICAAngolaGambia SãoTomé & PrincipeBenin Ghana SenegalBurundi Guinea SeychellesCameroon Guinea Bissau Sierra LeoneCentral African Rep. Kenya SomaliaComoros Liberia SudanCongo Madagascar TanzaniaCote d’Ivoire Malawi TogoDjibouti Mauritius UgandaEquatorial Guinea Mozambique ZaireEthiopia Nigeria ZambiaGabon Rwanda Zimbabwe

ASIAAustralia Myanmar (Burma)Bangladesh NepalBhutanPacific IslandsBrunei Papua New GuineaCambodia The PhilippinesChina SingaporeIndia Sri LankaIndonesia TaiwanLaos ThailandMalaysia Vietnam

THE AMERICASBelize GuatemalaBolivia GuyanaBrazil HondurasCaribbean Islands MexicoColombia NicaraguaCosta Rica PanamaEcuador PeruEl Salvador SurinamFrench Guiana Venezuela

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FROM POLE TO POLEACTIVITY: GRADES K-5

Objective: Students will use their bodies as models to help identify key geographiclocations, such as the poles and the equator.

Materials: Globe or world map

Procedure:

1. Gather students in front of a large map or globe. Identify the North Pole, the SouthPole, and the Equator. Have several different students come up to the map andpoint out these areas again for their classmates.

2. Explain that the area of the world around the equator is warm all year round whilethe polar areas are always cold. Tropical rainforests can only grow in areas where itis warm all the time.

3. Identify some countries near the equator that are home to tropical rainforests (i.e.Brazil, South America; Costa Rica, South America; Zaire, Africa; Guatemala,Central America).

4. Direct students to stand up. Have students point to the top of their heads andidentify this as the North Pole (where polar bears live). Ask them to name the partof the world their heads represent. Everyone should respond “North Pole.”

6. Have students point to their toes and identify this as the South Pole (where penguinslive). Ask them to name the part of the world their toes represent. Everyone shouldrespond “South Pole.”

7. Have students place their hands on their hips and identify this as the equator (whererainforests live). Ask them to name the part of the world their hips represent.Everyone should respond “Equator.”

8. Play a game of “Follow the Leader” or “Simon Says” by placing your hands onyour hips or pointing to your head or toes and having the students duplicate yourmovements. With each movement the students can name the part of the world towhich they are pointing (North Pole, South Pole, Equator).

9. Ask the students to show where rainforests live. All students should place theirhands on their hips.

10. Ask the students why they put their hands on their hips. Their response should bethat all rainforests are found near the equator because that is where it is alwayswarm. Make sure all students understand why they put their hands on their hips. Ifsome students touched their heads or feet, explain that those two areas are too coldfor rainforests.

Related Activities:

1. Help students develop map reading skills by identifying the four compassdirections: north, south, east, and west. Build on the North Pole/South Polescenario used above to identify north and south. Have students stretch out theirarms at shoulder height. Identify the right arm as east and the left arm as west.Review these directions on the map.

2. Have a student play the role of the sun and stand in the middle of an open area ofthe classroom. Have a second student face the sun and hold a ball (Earth) at arms’length. Which part of the ball is closest to the sun? The widest part of the ball (theequator) is the closest. Now, have the student holding the ball walk around the sun.Which part of the ball is closest to the sun now? No matter where the earth lies in

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its rotation around the sun, the equator is always about the same distance from thesun. This is what enables the region around the equator to maintain fairly constant,warm temperatures.

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CONTINENTS AND COUNTRIESACTIVITY: GRADES 6-8

Objective: Students will be able to identify two major continents and the countriescontained in each.

Materials: World mapContinent maps (1 set per student)ScissorsCrayons or markers9”x12” blue construction paper (1 per student)Glue

Procedure:

1. Select a continent (South America or Africa). Identify the continent’s location onthe world map and discuss its features. Does it have mountain ranges? Does ithave any major rivers? In what hemisphere is it located? Does the equator runthrough this continent? What countries are found on this continent?

2. Distribute scissors and copies of the continent map to each student. Have studentslabel each of the countries on this continent. Which of these contain rainforests?Remember, rainforests are generally located around the equator. Have studentscolor the rainforest regions (see Appendix).

3. Direct students to cut out the entire continent, then cut out each individual country.Discard the scraps. Stop by each students’ desk and jumble the pile of countries.

4. Distribute construction paper. This represents the ocean. Have students glue thecontinent together, country by country, on the paper.

5. Repeat steps 1-3 for the second continent then have the students glue it to the otherside of their construction paper.

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Related Activities:

1. Create jigsaw puzzles by gluing continent maps to cardboard before cutting themout. Have students practice reconstructing whole continents as a review of thecountries and the continent shape. To make things more difficult, jumble all thecountries together and have the students separate them into the appropriatecontinents before reassembly.

2. Create a globe by attaching individual continents to a styrofoam ball using straightpins. The world map provided with this activity may need to be reduced orenlarged on the copier so that the continents fit the size of the ball. Students canthen cut out each continent from the map.

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RAINFOREST COORDINATESACTIVITY: GRADES 9-12

Objective: Students will be able to identify geographic locations in terms of longitudeand latitude.

Materials: World map with longitude and latitude linesMap of the world’s rainforests (Appendix)PencilsPaper


Longitude and latitude are invisible lines that form a grid pattern over the earth’s surface.Lines of latitude, or parallels, lie parallel to the equator in an east-west direction. Theseare used to measure distance north or south of the equator. Lines of longitude, ormeridians, lie in a north-south direction, connecting the North and South Poles. Thesemeasure distance east or west of a starting line known as the prime meridian, which runsthrough Greenwich, England.

Longitude and latitude are measured in terms of degrees (°). The equator is considered0° latitude. All other lines of latitude are measured in degrees north (N) or south (S) ofthe equator, up to a maximum of 90° at the poles. One degree of latitude is equivalent to60 nautical miles. The prime meridian is considered 0° longitude. All other lines oflongitude are measured in degrees east (E) or west (W) of the prime meridian, up to amaximum of 180°. Since lines of longitude converge at the poles, the distance betweenlines isn’t a constant. It is greatest at the equator and grows smaller as the meridiansapproach the poles.

Depending on the detail of a particular map, longitude and latitude may be furtherdefined in terms of minutes (’) and seconds (”). One degree equals 60 minutes. Oneminute equals 60 seconds.

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Procedure:

1. Distribute copies of the world map and the world rainforests map. Ask students tofind the Tropic of Cancer and the Tropic of Capricorn. Are these lines of longitude orlatitude? How would their locations be designated in terms of longitude or latitude?Point out that these lines demarcate the northern and southern climactic limits of mostof the world’s tropical rainforests.

2. Instruct students to identify the latitude and longitude of the following rainforestlocations. Supplement the list as desired.a. Brasilia, Brazilb. Bangkok, Thailandc. Kuala Lumpur, Malaysiad. Lima, Peru

3. Direct each student to select a city on the world map and write down only the city’slocation in terms of longitude and latitude. Have students exchange papers. Ask eachstudent to identify which city lies at the specified coordinates on the new piece ofpaper, within which country it is located, on which continent it lies, and whether thecity is located near a rainforest.

Related Activity:

Create a rainforest trip itinerary using longitude and latitude coordinates rather than placenames. Distribute this to students and have them reconstruct the itinerary using placenames. As an alternative, supply students with actual trip itineraries from travelbrochures and have them reconstruct the itineraries using longitude and latitudecoordinates.

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CHAPTER THREETROPICAL RAINFOREST PLANTS

IT’S NOT A JUNGLE IN THERE

When people think of jungles, they think of places with thick, luxuriant growth that mustbe cut with a machete. When people think of tropical rainforests, the same images cometo mind. However, jungles and tropical rainforests are not the same thing.

The term “jungle” is believed to come from the Sanskrit term “jangala” used to describethick, impenetrable vegetation. To many early explorers this seemed an appropriatedescription of tropical rainforests. However, this appearance only holds true for the outeredges of tropical rainforests, along riverbanks for example, where light is plentiful fromcanopy to forest floor. Deeper inside, where the rainforest is more mature, the forestfloor is actually open and uncluttered. A jungle is actually an immature tropicalrainforest.

CONDITIONS FOR GROWTH

Because tropical rainforests are well known for their lush vegetation, many peopleassume that the soil in these areas is deep and very fertile. Actually, the opposite is true.Tropical rainforests grow in nutrient-poor soil that is sometimes only two to three inchesdeep.

To compensate for poor soil conditions, the roots of many plants spread over large areasjust below the soil’s surface. These roots quickly capture nutrients released by decayingplant and animal matter before the nutrients can be leached from the soil. As a result,more nutrients are found in the living plants of the rainforest than in the supportingenvironment.

LEAVES AND LAYERS

At each level of the tropical rainforest, plants have particular characteristics that enablethem to cope with the surrounding conditions. At the highest levels, where strong winds,high temperatures, and lower humidity are factors, leaves on the plants are very small.This decreases the overall surface area exposed to the harsh elements that canopy andemergent plants must endure. In fact, many plants that grow at this level are more closelyadapted to desert conditions. As you proceed to lower levels in the rainforest where lesslight penetrates, temperatures are more consistent, humidity levels are higher, and wind isseldom a factor, leaf size increases. Larger leaves enable the plants to capture as much ofthe available light as possible for photosynthesis.

Leaf shape is also important. To deal with high levels of rainfall, plants need to be ableto shed water efficiently. Many leaves have pointed, drooping tips, known as drip tips, tofacilitate this process. Other leaves have small holes in them to prevent rainwater fromaccumulating.

TREMENDOUS TREES

Trees of the tropical rainforest canopy, though tall, have only shallow root systems assupport. This isn’t nearly adequate when height and wind conditions are taken intoconsideration--trees would be toppling daily. Scientists believe this is the reason so manytrees developed buttress, stilt, or aerial roots. Trees also rely on each other for support.

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Buttress roots are those that continue to grow to considerable heights above ground,sometimes 20 to 30 feet (6.1-9.1 meters) up the trunk. The wide, triangular base createdby these roots counterbalances the canopy spread above, much as architectural buttressessupport buildings. The kapok tree is well known for its buttress roots.

Stilt roots, also known as prop roots, help support trees much as lengths of lumber areused to prop up walls during construction. These protrude from the trunk above groundlevel and angle toward the soil from all sides. This type of support is particularly helpfulin wet or marshy areas. Stilt palms and mangroves are good examples.

Aerial roots are common to many species of trees with wide, spreading branches. Theseroots grow down from the branches and thus provide support away from the main trunk.Aerial roots also absorb rainwater. The banyan tree, well known as the site for the SwissFamily Robinson tree house, spreads great distances in this manner.

TARZAN TRANSPORT

Contrary to movie representation, vines are not generally useful as a means of rainforesttransport. Most vines are actually rooted firmly in the ground and climb trees to reachmore sunlit areas. This is often accomplished with the help of special hooks or tendrils,which serve to anchor the vines to the tree bark. Other vines start in the branches of treesthen grow toward the ground, ultimately rooting themselves as well.

Woody vines, known as lianas, often connect canopy trees together thus stabilizing thetrees in high wind conditions. Some of these vines may grow to 800 feet (244 meters) inlength.

PLANTS ON PLANTS

Tropical rainforests contain a large number of plants that grow on other plants and neverhave any contact with the forest floor. These plants are known as epiphytes (from theGreek roots epi meaning upon and phyton meaning plant). They draw all of theirnutrients from the air, not their hosts. The hosts serve merely as support for epiphytes,providing space where sunlight is more plentiful than the forest floor.

One tree may host thousands of epiphytes, which can account for as much as two thirdsof its total weight. Epiphytes are so prevalent that they may contain as much as 45% ofthe nutrients in the canopy. Some of the better-known epiphytes are bromeliads, orchids,mosses, and ferns, many of which have beautiful flowers.

PLANT PROTECTION

Tropical rainforest plants have developed many successful defensive strategies to aid intheir survival. This includes protection from animals as well as other plants. Spines andthorns keep animals from climbing certain plants. Smooth or shedding bark preventsother plants, such as epiphytes or vines, from attaching. Leaves with holes in them deterinsects by giving the impression that other insects have already visited and eaten theplant. Internal toxins make some plants unpalatable or even poisonous to other plantsand animals.

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LEAFY LAYERSACTIVITY: GRADES K-5

Objective: Students will able to identify characteristics of rainforest plants that allowtheir basic needs to be met.

Materials: Green construction paperScissors

Procedure:

1. Cut small, medium, and large leaves from green construction paper. Make sure thatthe difference between each size is significant.

2. Explain to students that leaves take sunlight and turn it into food for the plant to eat.They also produce oxygen which people and other animals need to breathe. Thisprocess is called photosynthesis.

3. Review the three layers of the rainforest: canopy, understory, forest floor. Explainthat leaves in the top layer (canopy) are small since it is easy to get sunlight.Leaves in the middle layer (understory) are medium size since only some of thelight shines through the canopy. Leaves in the lowest layer (forest floor) are verybig because almost no light shines down to the ground.

4. Display the construction paper leaves and ask students to identify where they wouldbe found in the rainforest. Are the biggest leaves found at the top or the bottom ofthe rainforest? Which part of the rainforest receives the most sunlight? What sizeleaves are found in the understory?

Related Activities:

1. Use the butcher paper chart from Rainforest Layers: Related Activity 1 and have thestudents paste or glue different size construction paper leaves at the appropriatelevels to create a miniature rainforest.

2. Have the students determine how many little leaves it takes to equal one medium orlarge leaf by covering the larger leaf with several smaller ones. Create mathproblems in terms of small, medium, and large leaves for the students to solve.

Example: 1 large leaf = 4 small leaves1 large leaf = 2 medium leaves

1 medium leaf = ? small leaves2 medium leaves + 4 small leaves = ? large leaves

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BROMELIADSACTIVITY: GRADES 6-8

Objective: Students will understand how bromeliads are important to the rainforestenvironment.


Bromeliads are epiphytes whose leaves are arranged in a circular pattern which enablesthem to trap rainwater. This trapped water serves as a “drinking fountain" for a variety ofrainforest animals and provides a place for frogs and insects to lay eggs. The leaves alsoprovide protection by enabling excess water to drain away from the plant. Pineapple, thefruit of one species of bromeliad, is the only bromeliad product used commercially.Bromeliads are also popular houseplants.

Materials: Fresh, whole pineapple(s)Large measuring cupBucketWaterSharp knifeShallow dishSand, gravel, or commercial potting soil

Procedure:

1. Explain what bromeliads are and where they are found in the rainforest. Showstudents a whole pineapple and explain that it is the fruit of a rainforest bromeliad.

2. Point out the leaves on top of the pineapple. These form a miniature of the plantitself. Pass the pineapple around so students can look closely at the leaves.

3. Turn the pineapple upside down to show students that there is no water in theleaves. Return pineapple to an upright position. Over a bucket, pour 3-4 cups ofwater slowly over the pineapple leaves.

4. Ask students to observe what happens to the water. Some water is retained in thecenter of the leaves. Excess water drains away from the plant. This will keep theplant from rotting.

5. Once the excess water has finished flowing off the leaves, turn the pineapple upsidedown over the measuring cup and show students how much water was still held inbetween the leaves. This water is crucial to the survival of many rainforest animals.

6. Cut off the top of the pineapple so that a small amount of fruit remains below thefoliage (see diagram A). Slice the top into sixths or eighths (see diagram B). Ifpossible, use enough pineapples so that each student may grow a section ofpineapple. Share the remainder of the pineapple as a snack.

7. Place sand, gravel, or soil in a shallow dish. Moisten the growing medium andplace a cut section of pineapple on top (see diagram C).

8. Place the plant in direct sunlight. Keep it moist and warm (a regular study lampmay be used as a substitute for sunlight).

9. Observe and discuss plant growth over the next several weeks. The first newgrowth should appear in three to four weeks. Why are the leaves pointed? Why dothe leaves have jagged edges? What is the growth pattern of the leaves?

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Related Activities:

1. After six or seven weeks, place a plastic bag over the entire plant. Place a cut up apple under the bag with the plant. If done correctly, the gases (ethylene) emitted

by the apple should help the bromeliad bloom four to eight weeks later. The bloommay last up to 30 days.

2. Create a bromeliad craft using small drink cups or cardboard tubes (i.e. toilet papertubes). Have students draw a single bromeliad leaf about 9 inches long and use it asa pattern to cut out leaves from green construction paper. Direct students to glueonly the bases of 3-4 leaves around the top of the cup/cardboard tube. Repeat thisprocess to create several rows of leaves until the cup/cardboard tube is coveredfrom top to bottom. Remind students that bromeliad leaves form a spiral pattern, soeach of the leaf rows should be slightly offset from the one above. Use the edge ofa pencil or pen to curl the tip of each leaf slightly under. The central cup can befilled with water to further create the image of an actual bromeliad. If a cardboardtube was used, glue a circle of blue paper on the top to represent the water.

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PLANT PUZZLEACTIVITY: GRADES 9-12

Objective: Students will use plant knowledge to solve a logic puzzle.

Materials: Worksheet (1 per student)Pencils


Logic puzzles are often solved by creating tables to help sort and interpret theinformation offered. Within the table, an ‘X’ is used to denote a characteristic that doesnot apply to a particular object. An ‘O’ is used to denote a match or a characteristic thatdoes apply. This allows the puzzle worker to use the process of elimination in solvingthe puzzle.

Procedure:

1. Discuss basic rainforest plant information as provided in Chapter Three. Make surethat students understand the root types, epiphytes, plant defenses, drip tips, etc.

2. Distribute a Plant Puzzle worksheet to each student.3. Using the information discussed and the information provided on the worksheet,

students should identify Plants A-E.4. After a set amount of time, review the students’ answers and the methods they used

to arrive at a solution. Help students develop a table that can be used to solve thepuzzle if they have not been able to solve it thus far (see solution below).

Puzzle Solution:

Keep in mind that there is more than one method of arriving at the same solution. This isjust one example.

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Canopy Under-story

Floor ButtressRoots

AerialRoots

Epi-phyte

Tree Vine GroundDweller

Plant A O X X O O X O X XPlant B X O X X X O X X XPlant C X X O X X X X X OPlant D X O X X O X X O X

1. Only trees have buttress roots. Buttress roots support canopy trees. A is a tree inthe canopy layer.

2. D has aerial roots.3. An epiphyte has no aerial or buttress roots.4. C is not a canopy plant.5. Epiphytes don’t link trees together. D is not an epiphyte.6. Canopy plants have the smallest leaves. B is not a canopy plant. A is not a ground

dweller.7. Large leaves are found farthest from the canopy. C is a ground dweller on the

forest floor. It has no need for aerial or buttress roots.8. D is not a canopy plant.9. A and D have aerial roots.10. Vines have special hooks for climbing. D is a vine. Vines are found in the

understory. D and B are found in the understory (line 8). B is an epiphyte by theprocess of elimination. It has no aerial or buttress roots.

Related Activity:

Have students develop their own logic puzzles and try to stump their classmates. Allowstudents to choose any subject. Show them samples from published puzzle books to givethem ideas.

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PLANT PUZZLE

The following information is known about rainforest Plants A-D. Identify in which layereach plant grows, whether it has aerial roots, buttress roots, or neither, and whether it isan epiphyte, a vine, a canopy tree, or a ground dweller.

1. Plant A is the only plant with buttress roots.

2. Plant D has aerial roots, as does one other plant.

3. One plant draws all of its nutrients and water from the atmosphere.

4. Plant A and Plant C grow in different forest layers.

5. Plant D links the canopy trees together and helps stabilize them.

6. Plant B has larger leaves than Plant A.

7. The leaves of Plant C are considerably larger than those of the other three plants.

8. Plants B and D grow in the same forest layer.

9. A single Plant A or Plant D will spread by growing new roots.

10. Plant D relies on special hooks to attach itself to other plants.

Layer Roots Type

Plant A _________ __________ __________Plant B_________ __________ __________Plant C_________ __________ __________Plant D _________ __________ __________Plant E_________ __________ __________

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CHAPTER FOURTROPICAL RAINFOREST ANIMALS

LIVING ZOOS

Tropical rainforests are like living zoos thanks to the great diversity of animal life foundin a single location. The difficulty, however, is getting to the animals since a majority ofthem live their entire lives in the canopy, never visiting the forest floor. To study animalsin this environment scientists have had to devise elaborate treetop walkways andworkstations, settle onto the canopy on large nets, suspend themselves from helicoptersand airplanes, climb trees, and more.

ANIMAL ADAPTATIONS

As with plants, animals are designed for where they live and what they need to do. Thecharacteristics that make this possible are known as adaptations. While not all animalsare designed alike, you will find that animals in similar living conditions tend to havesimilar adaptations.

Claws are a common adaptation of canopy and understory animals. These enable theanimals to dig into the bark of a tree to hold on or climb. Other tree-dwellers, such asmonkeys and kinkajous, accomplish the same feat with the assistance of a prehensile tail.This serves as a fifth limb for grasping and provides balance. Small body size is also anasset in the trees, allowing greater accessibility to the weaker, more flexible branches.

Animals that spend most of their time on the forest floor tend to be larger, perhapsbecause of broader, stronger support for their bodies. Many ground-dwellers, such ashippos and elephants, are also adapted to aquatic or semi-aquatic life, a particularlyimportant trait in rainforests that flood during part of the year.

Those animals that travel freely from canopy to forest floor may share adaptations fromboth areas. The jaguar, primary predator of South American rainforests, fits thiscategory. Claws enable it to climb and a tail helps it to balance as it leaps from one placeto another. It is a fairly large animal, but not so large as to prevent accessibility andmaneuverability in understory and canopy trees.

SURVIVAL SKILLS

While some adaptations are important to an animal’s ability to deal with its physicalsurroundings, others are important for protection from predators. Again, animals withsimilar needs tend to have similar adaptations.

Color is a very important adaptation for survival. Animals whose colors blend with theirsurroundings are able to hide from predators in plain view. Often times this means thatthe animals are drably colored to match bark or branches, but bright colors are sometimesjust as effective. The blue and gold macaw is an excellent example. Although itsbrilliant colors stand out in our environment, they blend quite well with the rainforestenvironment. The blue back blends with the colors of the forest canopy when viewedfrom above. The bright yellow underside blends with patches of sunlight and flowerswhen seen from below. This ability to blend in with the surroundings is calledcamouflage.

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However, not all bright colors serve as camouflage. Sometimes they are supposed to beseen. In these cases, scientists believe the colors are a “danger” sign that tells predatorsto leave the potential prey alone. The animal behind the colors is often highly toxicand/or very bad tasting, such as a poison dart frog.

Mimicry, the ability to look like something else, can be an excellent form of camouflage.The orchid mantis, for example, has body parts that resemble the shape and color of theorchid petals in which it lives. Only under close inspection can you see that the insect isnot a flower. In this case, mimicry helps the mantis hide from its predators and its prey.In other cases mimicry can make an animal that’s not dangerous look like one that is.Some species of non-poisonous tree frogs resemble their poisonous relatives in markingsand coloration. Predators that can’t tell the difference aren’t likely to risk eating thewrong one.Not all survival adaptations are related to appearance. Some tree-dwelling animals use“flight” to quickly escape their predators. Certain species of squirrel, snake, and frog areable to successfully glide from one location to another with the help of specialized,expandable membranes along their bodies or between their limbs.

Nocturnal creatures typically have large eyes and large ears. Large eyes enable them tocapture as much of the ambient light as possible in the darkened forest. This makes iteasier for them to find their way. Large ears provide them with more acute hearing,enabling them to hopefully hear their predators before they can see them.

FEEDING STRATEGIES

The great variety of animal life in tropical rainforests is largely possible because eachanimal fills a special niche in the food web. Some animals eat the same foods but do soat different times of day or in different layers of the rainforest. Other animals eat veryspecialized items, such as one type of plant or animal. All of these strategies worktogether to prevent direct competition between species and make the best use of availableresources.

UNUSUAL ANIMALS

Tropical rainforests are home to many unusual animals that are found nowhere else in theworld. Some of these are particular to only one specific region of the world. Followingis information on some of the unique mammals, reptiles, amphibians, fish, and birds oftropical rainforests.

MAMMALSThe capybara of Central and South America is the world’s largest rodent. It can reach alength of 39-51 inches (100-130 centimeters), stand almost 20 inches (50 centimeters)tall, and weigh up to 174 pounds (79 kilograms). This animal, sometimes called thewater pig, lives in groups on the forest floor. It feeds on a variety of grasses in or nearwater and is a very good swimmer. When a predator such as the jaguar approaches, thecapybara seeks refuge in the water.

The sloth is well known as the world’s slowest mammal. This odd-looking creaturespends most of its time hanging from tree branches. Long, hooked claws help make thispossible. Algae growth in the fur gives it a greenish tinge, which provides camouflage inthe canopy or emergent trees where it lives. The sloth survives on a diet of leaves, whichmay take a month to digest, and only travels to the forest floor once a week to defecate.Its main predator is the harpy eagle.

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REPTILESThe chameleon has the best range of vision of all reptiles. Its eyes are situated in twocones that can swivel in different directions at the same time. However, the chameleon isbest known for its ability to change color. This animal relies on color changes forcamouflage. A tongue as long as its body is used to snatch insects and reel them back into the mouth. Its tail is prehensile and coils up like a snail shell when not in use. Manychameleons come from Africa and Madagascar.

The flying snake of Southeast Asia has developed a means of gliding from one branch toanother to escape predators such as hawks and eagles. It simply flattens its body to createa rigid, slightly curved surface that will catch air, then launches itself as much as 50 yards(46 meters) toward its destination. Once it reaches the new branch it relaxes its body andcontinues in a normal fashion.

AMPHIBIANSOver 120 species of poison dart frogs are found in Central and South America. All havebrilliant colors that say, “Danger, I’m poisonous.” Indigenous cultures of the rainforestuse the toxins from the frogs’ skin to tip their hunting arrows. They obtain the toxin byrubbing the arrows across the frogs’ backs or cooking the frogs to release the toxicsecretions.

The glass frogs of Central and South America are less than 3 inches (7.5 centimeters)long and have yellow or green transparent skin. They lay their eggs on leaves that hangover streams so that when the tadpoles hatch, they will fall into the water to completetheir metamorphosis. Like other tree frogs, poison dart frogs have sticky pads on theirtoes that help them hold on to leaves and branches.

FISHThe piranha, native to the Amazon River basin of South America, is famous for itsfrenzied attacks on large animals, reducing them to nothing but skeletons in a matter ofminutes. While this does happen, it is not common. Attacks on large, healthy animalsusually occur when water levels and food supplies are at their lowest and piranhapopulations are most concentrated. In reality, this meat-eating fish with razor sharp jawsfeeds mainly on injured animals and is most often attracted by erratic swimming patternsor the presence of blood usually associated with these animals.

The arowana, found in both South America and Southeast Asia, is the largest insect-eating fish in the world. It can reach lengths up to 3.5 feet (1 meter) and weigh more than25 pounds (11 kilograms). To capture insects, this fish is capable of leaping 3-4 feet (1-1.2 meters) out of the water. For this reason it is sometimes known as the water monkeyor the monkey fish. The arowana is also known to gulp air at the water’s surface inaddition to extracting oxygen from the water with its gills.

BIRDSThe hoatzin lives in trees overhanging tropical rivers in South America. Its young areunusual in that they leave the nest soon after hatching despite clumsiness and weakmuscles. Tiny claws located at the “elbow” joints of their wings provide additionalsupport for climbing. Should they fall into the water below, they simply swim to thenearest branch and climb back to the nest. The adult hoatzin is quite prehistoric-looking.

The resplendent quetzal of Central and South America is considered, by many, one of themost beautiful birds in the world. Its plumage is a brilliant metallic green above andstartlingly crimson below. Long, decorative, metallic green feathers trail beyond themale quetzal’s tail about 15-30 inches (38-76 centimeters) thus doubling or even tripling

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its length. This distinctive bird has played an important role in the legends and traditionsof Central American Indian cultures. In fact, Quetzalcoatl (the feathered serpent), one ofthe most important deities of ancient Maya culture, was depicted as a cross between aquetzal and snake.

INSECTS GALORE

No discussion of tropical rainforests would be complete without mentioning insects.Insects occur by the thousands in the rainforest environment. In some cases, hundreds ofdistinct species have been found living in or on a single tree. In fact, almost everytropical rainforest exploration results in the discovery of at least one previously unknownspecies. Some scientists estimate that there may be as many as 6 million insect speciesworldwide, the majority of which live in tropical rainforests. Ultimately, it is the insects’ability to adapt to ever-changing conditions that allows them to survive in such anenvironment.

In some ways, insects are the caretakers of the tropical rainforest environment. Certaininsects are responsible for decomposition, which releases essential nutrients and allowsthem to be reused by living plants and animals. Other insects are responsible forpollination so that plants can continue to reproduce and provide food for other animals.

Perhaps the most common insects of the rainforest are the ants. They have successfullyfilled almost every niche of the tropical rainforest environment. Two of the best-knownspecies are the leafcutter and army (or driver) ants.

Leafcutter ants have learned to cultivate a particular fungus, which is necessary for theirsurvival. To do this, they cut dime-sized pieces from nearby leaves and chew them up toprovide a growing medium. Interestingly, leafcutter ants remove leaf pieces from a broadrange to prevent excessive damage to any one plant.

Army ants, found in American rainforests, and driver ants, found in African rainforests,are well known for their swarming treks across the countryside. These ants consumealmost everything in their path for a couple of weeks each month. Though each antweighs less than an ounce (less than a gram), together they create an “army” so immensethat you can actually hear them coming. This enables most large, healthy animals toescape their clutches and allows the ants to clear out the rest.

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LEAFCUTTER ANTSACTIVITY: GRADES K-5

Objective: Students will be able to identify basic insect characteristics and understandhow leafcutter ants are important to the rainforest.

Materials: 9”x12” white construction paper (one per student)Rectangular sponges (one per every two students)Brown, black, and green paintShallow containers such as pie tinsScissors


Ants are perhaps the most numerous insects in the rainforest. They are consideredcolonial insects, meaning that they live in groups called colonies. Within colonies,different groups of ants have different functions. Worker ants perform all thehousekeeping duties. They provide food, maintain the nest, and care for the larvae.Soldier ants protect the nest from predators. The single queen ant in each colony layseggs.

Leafcutter ants are found in the rainforests of Central and South America. These smallants live underground. However, the worker ants may travel into other rainforest layersin search of leaves. These industrious insects don’t actually eat leaves, but use them toraise a special fungus. They use their scissorlike jaws to cut dime-sized pieces from theplant leaves, then carry these overhead and travel in a single file line back to theirunderground nest. Here the leaf pieces are chewed and spread around as fodder for thefungus. In this way, leafcutter ants farm their own food.

Leafcutter ants are important to the rainforest because they help decompose leaves thatfall to the forest floor by cutting them into smaller pieces. They are also eaten by thegreat pangolin and the temandua anteater.

Procedure:

1. Before class begins, cut ant parts from sponges using the diagram as a pattern.2. Explain that all insects have three body parts and six legs. Draw a simple diagram

of an insect on the blackboard. Identify the three body parts (head, thorax,abdomen) and the legs.

3. Explain that ants are one type of insect. Describe where leafcutter ants live, whatthey eat, and how they raise their food.

4. Establish work areas for groups of 4-5 students. Place one shallow container ofeach color paint in each work area.

5. Distribute one sheet of construction paper and a complete set of sponges (onehead/abdomen, one thorax, one leg, one leaf) to each student.

6. Demonstrate how to paint with sponges. Dip one side of the sponge lightly into thepaint and blot the sponge on the paper. Do not smear or paint with the sponge.

7. Direct students to sponge paint one round head, one oval thorax, and one roundabdomen in sequence on the page using brown paint, to create an ant body. Thisprocess can be repeated several times to create a line of ants across the page.

8. Once the bodies are complete, direct students to use the rectangular sponge andblack paint to add three legs to the thorax (middle) segment of each ant body.

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Explain to the students that we are creating a side view of the ants so only three ofthe six legs would be visible.

9. Finally, direct students to use the diamond shaped sponge and green paint to place aleaf in the mouth of each ant.

10. Once the paint is dry, join the pictures together to create a long parade of leaf cutterants on the classroom wall.

HEAD/ABDOMEN THORAX

HEAD/ABDOMEN

THORAX

LEAF

LEG

LEG

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Related Activities:

1. Create edible insects using graham crackers, vanilla wafers, decorator icing, andcandies. Use wax paper as a work surface. Have students use the icing to “glue”three wafers to a graham cracker for body segments, then shoestring licorice forlegs and antennas, and a round candy for the eye. Review insect parts. Practicesubtraction problems as body parts are taken apart to eat.

2. Have students create poems about leafcutter ants or other insects using thefollowing format. Read the poems aloud in front of the class.

a. Name animal leafcutter antb. Two words describing insect climbs treesc. Three words describing insect chews up leavesd. Rename animal farmer

3. Invite students to imitate insect movements. Ask them to make short hops like agrasshopper, fly like a buzzing bee, make long jumps like a flea, pretend to skate onwater like a water strider, scurry like a beetle, or crawl like a caterpillar. Encouragelots of creative motions.

4. Create an insect chorus. Ask one small group of students to imitate the chirp of acricket. Ask another small group to imitate the buzz of a bee. Ask additionalgroups to imitate other insect sounds. Finally, have all the groups make theirsounds at the same time to create a chorus of insect voices.

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CREATE A CREATUREACTIVITY: GRADES 6-8

Objective: Students will be able to identify animal adaptations and understand theirfunctions.

Materials: Potatoes, baking size (1 per student)Construction paper, various colorsRibbon, string, yarnMiscellaneous craft suppliesGlueScissorsStraight pins and/or toothpicks

Procedure:

1. Discuss animal adaptations with the students. Identify ways that different rainforestanimals are designed to live where they live and do what they do. Why donocturnal animals have big eyes and big ears? How is a hummingbird designed tocollect nectar? How does a prehensile tail help a monkey?

2. Set up a central table/area for all the craft supplies. Have each student select apotato. Direct the students to design their own rainforest creatures using the potatoas the body. Students may give their creatures whatever adaptations they choose.Toothpicks and straight pins may be used to attach parts to the potatoes. Encouragecreativity.

3. Upon completion of the potato creatures, have each student present his/her creatureto the class. Students should name their creatures, identify the creatures’ habitat,discuss the creatures’ diet, and explain the function/purpose of each adaptation.

Related Activities:

1. Discuss classification of living organisms into Kingdom, Phylum, Class, Order,Family, Genus, Species. Encourage students to develop their own mnemonicdevice for remembering this (i.e. King Phillip Came On Friday to Go Skiing). Havestudents research the classification categories for several different rainforestanimals. These classifications are often based on adaptations.

2. Have each student develop a short story or poem about his/her potato creature.Assign a specific length for the story or a specific style of poetry such as haiku,iambic pentameter, or limerick.

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WHAT’S IN A NAME?ACTIVITY: GRADES 9-12

Objective: Students will learn some of the Latin and Greek roots of scientificnomenclature.

Materials: List of Latin and Greek root wordsWorksheetPaperPencils


Taxonomy is the systematic classification of all living organisms. Within this system,each living organism is assigned a scientific name comprised of two parts, genus andspecies. This is referred to as binomial nomenclature, or two part naming.

As late as the early eighteenth century, people in different parts of the world had differentcommon names for the same organism. Swedish botanist Carol Linnaeus developedbinomial nomenclature as a solution to this problem. Two-part names are developedfrom Latin and Greek to provide a common language base for scientists around theworld. The first part of the name, the genus, identifies the group to which an animalbelongs. The second part of the name, the species, identifies the specific animal withinthat group.

Scientists usually select scientific names based on an organisms’ features such as bodystructure, colors, markings, behaviors, and sounds. Some names are chosen based on thegeographic location of a particular organism. Others are based on the name of the peoplewho discovered them.

Procedure:

1. Distribute a worksheet and a list of Latin and Greek root words to each student.2. Review the meaning of each of the root words and see if students can identify

English words that make use of these roots. This can be a class discussion or ahomework assignment. For example, osteon is the Greek word for bone. This isused in the English word ‘osteoporosis,’ a medical condition characterized byporous bones.

3. Using the worksheet and the reference list of Latin and Greek words, ask students tomatch the scientific names of rainforest animals to their common names. This willrequire some research into the characteristics and/or origins of each animal.

4. Review the results. Discuss why scientists may have chosen these particularscientific names. What other names could they have chosen for these animals?

Worksheet Answers:

armored catfish (Hypostomus plecostomus) - The scientific name refers to thelocation and shape of the fish’s mouth.

arowana (Osteoglossum bicirrhosum) - The scientific name refers to its bony tongueand the two fleshy barbels by its mouth.

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capybara (Hydrochoerus hydrochoerus) - The scientific name refers to its nickname,water pig.

clouded leopard (Neofelis nebulosa) - The scientific name refers to its common nameand its status as a cat.

giant black stag beetle (Dorcus titanus) - The scientific name refers to the antler-likeprotrusions and its large size.

giant millipede (Archispirostreptus gigas) - The scientific name refers to the spiraledappearance of its main body and its large size.

kinkajou (Potos flavus) - The scientific name probably refers to the kinkajou’s habitof using its tongue to probe for nectar and honey.

Moluccan cockatoo (Cacatua moluccensis) - The scientific name refers to its origin,the Moluccas, a series of islands in the South Pacific.

praying mantis (Mantis religiosa) - The scientific name refers to its apparent prayingposture as it waits for prey.

scarlet ibis (Eudocimus ruber) - The scientific name refers to its once valuable redfeathers.

silky anteater (Cyclopes didactylus) - The scientific name refers to the two toes on itsfront feet and its ability to curl the claws of its hind feet underneath using aspecial joint in each sole.

thick-tailed bushbaby (Galago crassicaudatus) - The scientific name is almost a directtranslation of the English.

umbrella cockatoo (Cacatua alba) - The scientific name refers to its overall whitebody color.

white piranha (Serrasalmus rhombeus) - The scientific name refers to the razor-sharpteeth and the rhomboid shape of this fish.

white-fronted parrot (Amazona albifrons) - The scientific name refers to its origin andits appearance.

Related Activities:

1. Have students select several familiar animals and develop scientific names forthem. Afterward, compare these to the actual scientific names. How close were thestudents’ selections? Can they determine what the actual scientific names mean? Adetailed English language dictionary may be useful for looking up root words.Latin/English and Greek/English dictionaries are also helpful.

2. Conduct similar activities using plant names. A good resource for this is theDictionary of Plant Names by Allen J. Coombes.

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WHAT’S IN A NAME?

Match the common name to the scientific name of each animal below.

A. arowana _____ Dorcus titanus

B. scarlet ibis _____ Osteoglossum bicirrhosum

C. white-fronted parrot _____ Neofelis nebulosa

D. Moluccan cockatoo _____ Mantis religiosa

E. umbrella cockatoo _____ Hypostomus plecostomus

F. silky anteater _____ Galago crassicaudatus

G. capybara _____ Serrasalmus rhombeus

H. thick-tailed bushbaby _____ Eudocimus ruber

I. kinkajou _____ Archispirostreptus gigas

J. white piranha _____ Cacatua moluccensis

K. armored catfish _____ Amazona albifrons

L. giant millipede _____ Cyclopes didactylus

M. praying mantis _____ Hydrochoerus hydrochoerus

N. giant black stag beetle _____ Potos flavus

O. clouded leopard _____ Cacatua alba

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WHAT’S IN A NAME?GREEK AND LATIN ROOT WORDS

Greek:arkhos chief hydro waterbi- having to hypo- under, belowchoero- pig mantis prophetcyclo- circle neo- new, moderndactylo- finger osteo- bonedi- double, twin pes- footdorkas deer speira spireeudios fine stomo- mouthgigas giant streptos twistedglosso- tongue Titan larger person

Latin:albus white galago bushbabycauda tail moluccensis of Moluccacimelium treasure nebula mist, vaporcirrh- lock of hair potus drinkcrassus solid, thick, fat religiousus religiousfeles cat rhombus rhomboidflavus yellow rubber redfrons front salmo salmon

serra saw

Note: Sometimes the form of a Greek or Latin word differs slightly when it is combinedwith other words.

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CHAPTER FIVERAINFOREST RELATIONSHIPS

SYMBIOSIS

In any ecosystem, special relationships exist between different species of plants andanimals. A unique living relationship that involves two different species, plant and/oranimal, is known as symbiosis or a symbiotic relationship. There are actually severaldifferent types of symbiosis: mutualism, commensalism, and parasitism.

MUTUALISMA mutualistic relationship is one in which the two species live together in such a mannerthat both benefit and neither is harmed. Certain rainforest trees share this type ofrelationship with specific species of ants. The ants find safe harbor within hollow spacesin the trunk and branches and have access to a plentiful food supply. In return, the antsprotect the trees from other predators by viciously attacking anything that comes tooclose. So important is this relationship that the trees don’t grow as well if the ants areremoved.

COMMENSALISMA commensal relationship is one in which the two species live together in such a mannerthat one benefits while the other is neither harmed nor benefited. Bromeliads share thistype of relationship with their hosts. The host, often a tree, provides an anchoring pointfor the bromeliad. This doesn’t harm the tree and doesn’t appear to provide any benefitseither. The bromeliad, on the other hand, benefits from its location above the forest floor,which receives more sunlight and rain, which in turn provides more nutrients for survival.

PARASITISMA parasitic relationship is one in which the two species live together in such a mannerthat one benefits while the other is harmed. Strangler figs share this relationship withtheir hosts. At first, the strangler fig is simply a seedling growing on the branch of a treelike any other epiphyte. However, as it grows, it sprouts aerial roots, which eventuallycome in contact with the ground and establish themselves there. Over time more andmore aerial roots establish themselves around the host tree, ultimately growing so densethat they “strangle” the host and kill it. At this point, the fig is no longer an epiphyte, buta full-grown tree.

POLLINATION RELATIONS

Not all rainforest relationships are living relationships. Many are reproductiverelationships in which animals assist plants with pollination, the necessary transfer ofpollen from one plant to another for fertilization. A great deal of rainforest plantpollination relies on animals. Birds, insects, and especially bats are the primary animalpollinators.

Flowers abound in tropical rainforests and no two are exactly alike. Each has its ownunique color, shape, scent, and location for a particular purpose. This is known asflowering strategy. In other words, each flower is designed with its pollinator in mind.

Flower color is intended to provide visibility. Night-blooming flowers tend to be pale incolor to provide contrast with their dark surroundings. Bright colors predominate amongflowers that bloom during the day, with certain colors more attractive to certain animals.

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The shape of a flower may determine which animals can physically access its nectar orwhich animals are even attracted to it. Long, narrow flowers only provide access to birdswith long, narrow beaks or animals with long tongues. For example, nectar of the tubularDarwin orchid can only be reached by a moth with an 8-inch tongue. Another orchidresembles the female of a particular species of wasp in order to attract the male wasps.

Aroma is also important in attracting a suitable pollinator. Some flowers have a sweetscent that attracts nectar-seeking animals. Others flowers give off an odor similar to thatof a specific animal in hopes of attracting a “mate.” Still others produce the scent ofrotting flesh. The rafflesia, the largest flower in the world at 38 inches (97 centimeters)in diameter and weighing 36 pounds (16 kilograms), relies on the latter. Carrion flies,usually the first animals to arrive at a rotting carcass, are attracted to this plant.

Location is as important to a flower as it is to a business. If it can’t be found or accessed,it won’t succeed. Bat-pollinated flowers usually hang out and away from the main bodyof the plant to facilitate access. Canopy trees often display their flowers across the top orcrown of the trees so they can easily be seen by insects and birds flying overhead. Someplants even grow flowers directly from the main stem to increase the chances of animalsbrushing up against them and thus transporting pollen.

In some cases, flower temperature is also a factor in pollination. Certain plants, such asthe Victoria lily, create heat to attract the particular beetles that pollinate them. Theflower temperature may actually be as much as 10 degrees higher than the ambienttemperature.

SEED DISPERSAL

Once a plant has been pollinated, its next task is to effectively distribute its seeds. Thewider the distribution range, the better. Plants of the same species that are spread over alarge area are less likely to succumb to an outbreak of disease or pests.

Like flowers, seeds are designed with specific needs in mind. Each has a particularshape, size, weight, color, scent, taste, or enclosure that best suits its means of dispersal.Seeds that rely on wind for transport are generally lightweight and attached to wing-likestructures. Seeds dispersed by water tend to be heavier, often having a hard outer coatingto keep them from getting waterlogged, like the coconut.

Seeds dispersed by animals are often enclosed in fruits. Bright colors, sweet aromas, andtasty flesh attract animals to these fruits, which are then eaten. Undigested seeds are laterpassed in the animals’ feces. In addition to being transported to new locations, seeds thatare dispersed in this manner, on land, have an ample supply of fertilizer in which togerminate.

A couple of different strategies are at play here. Some fruits, such as the fig, rely onlarge quantities of small seeds to guarantee their success, assuming that at least some willsurvive the animal’s digestive process. Other fruits, such as the avocado, contain onlyone large seed with a tough outer coating that prevents it from being damaged by thedigestive juices. Some seeds have such tough outer coatings that they can’t germinate atall unless they are softened up by these digestive juices.

Animals also help disperse seeds without eating them. In these cases, the seeds areenclosed in burr-like structures that readily catch onto fur or feathers. By simplybrushing against these seedpods, animals pick up hitchhikers that may then be brushedoff again somewhere else.

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The variety of animals responsible for seed dispersal is immense. Arboreal animals, likemonkeys, bats, and birds eat the fruits of the rainforest and thus transport seeds to newlocations. Aquatic animals also assist in seed dispersal, particularly in flooded andseasonally flooded forests. In addition, all rainforest mammals and birds are potentialcarriers for hitchhiking seeds. Some of these seed dispersal relationships are so importantthat the plant’s distribution closely matches that of its animal disperser.

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POLLEN EXCHANGEACTIVITY: GRADES K-5

Objective: Students will identify characteristics that allow plants to survive andreproduce with the help of other organisms in their environment.

Materials: Brightly colored construction paper (1 sheet per student)Paper/plastic cups large enough to reach into (1 per student)Yellow construction paperGlueScissorsHole punch


Pollination is generally accidental. When insects, bats, or birds gather nectar fromflowers, they brush into the pollen-producing parts of the plant. Pollen then sticks to thehairs or feathers of the pollinators and is transferred to other plants with which thepollinator comes in contact.

Procedure:

1. Discuss flowering strategy. Explain how different flower shapes and colors attractdifferent pollinators.

2. Have each student draw the outline of a flower on their piece of construction paperand cut it out using scissors. Ask each student to explain their choice of flowercolor, shape, etc. What kind of pollinators would be attracted to their flowers?

3. Direct each student to glue a paper cup in the center of the flower.4. Allow students to use a hole punch to punch lots of holes (pollen particles) in the

yellow construction paper. Place some of this “pollen” in the center of eachstudent’s flower.

5. Have students place their flowers in different locations around the room.Encourage them to place their flowers at different heights in an effort to simulatenature.

7. Explain that every flower needs pollen from another flower to help it make seedswhich eventually fall to the ground and start new plants. Have the students act aspollinators by “flying” over to any flower full of pollen, reaching into the center ofthe flower, picking up some pollen, then “flying” over to another flower anddepositing the pollen.

Related Activities:

1. Create a relay race using four of the flowers created by the students. Divide theclass into two teams. Have each team race to transfer the pollen completely fromtheir starting flower to another on the other side of the room.

2. Demonstrate how animals pick up pollen by accidentally rubbing against plantswhile trying to accomplish something else. Use chalk to write or draw on theblackboard at student level or below. Hang an object from a string above theblackboard in such a manner that a person reaching for the object will brush againstthe blackboard. Ask a student to reach for the object. What happens when theirbody or clothing brushes against the blackboard? Chalk clings to them the waypollen clings to a pollinator.

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SEED JOURNEYSACTIVITY: GRADES 6-8

Objective: Students will be able to describe the process of seed dispersal.

Materials: SeedsRainforest fruit (i.e. avocado, orange, star fruit, mango, papaya, coconut)PaperPencils

Procedure:

1. Discuss various methods of seed dispersal with the class. Ask them to identifyseveral seeds found locally. What means of dispersal does each of these use? Howcan you tell?

2. Show students several rainforest fruits. Cut the fruits open to reveal the seeds (keepin mind that the coconut is actually a seed). How many seeds does each fruitcontain? Why do some have several seeds while others only have one? How arethese seeds dispersed? Share the fruit as a snack.

3. Ask students to imagine themselves as seeds. What kind of seeds would they be?Have students write first person stories about their journeys from parent plant tonew seedling. Encourage creativity in describing the places they travel over, under,through and around.

Related Activity:

Demonstrate the importance of seeds landing in an appropriate place before they cangerminate. Plant radish seeds in several different mediums: sand, gravel, mud, dirt, andclay. Keep light, temperature, and waterings the same. Which plant starts to grow first?Which plant grows the fastest? Which plant grows the least? What type of soil isrecommended on the seed package? How does this compare with the students’observations?

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FLOWER ANATOMYACTIVITY: GRADES 9-12

Objective: Students will be able to identify the reproductive parts of a flower andevaluate flowering strategies.

Materials: Diagram of flower parts (1 per student)Data worksheet (1 per student)Pencils


Nature designs all organisms with the ability to reproduce themselves. For many plants,the flower is the vehicle for reproduction. A flower is actually a modified leaf that occursduring a specific period of the growth cycle of a plant. When this flower appears isdetermined by such environmental conditions as the intensity of light, amount of light,temperature, and nutrient supply.

The sepals are the first visible parts of the flower. These green, leaflike parts protect thedeveloping bud. As the flower opens, the sepals form an outer ring while the petals forman inner ring around the reproductive structures of the plant. At the center of the floweris a vaselike structure called the pistil. This is often referred to as the female part of theflower since it produces the megaspores which ultimately result in the creation of an egg.Surrounding the pistil are several stamens, often called the male parts of the flower. Thestamens produce the microspores which become the sperm-bearing pollen grains.

Pollination is the process of transferring pollen from the stamen of one flower to the pistilof another flower of the same species. This results in fertilization and produces a seed.

The exact number of stamens, the shape of the pistil, the number of petals, the number ofsepals, the color of the flower, and other factors vary from one flower to the next. Eachis designed to meet specific pollination needs. This is known as flowering strategy.

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Procedure:

1. Discuss flower anatomy. Display the diagram of a flower and distribute copies ofthe diagram to students. Identify the parts of a flower and have students label theirown diagrams.

2. Take students to a garden or greenhouse and have them collect data on ten differentflowers. Data should be recorded in the table provided on the worksheet. Ifgardens or greenhouses are unavailable, use color photos of several flowers for thestudents to analyze.

3. Discuss flowering strategy. What can the students determine about the pollinatorsfor each of the flowers they examined? Why might the number of stamens, pistils,petals, etc. be important? What is important about the location of the pistil? Whyis the flower single or in clusters?

4. Have students research one or more flowers to determine the actual pollinationmethod. Is an animal involved? Does the plant rely on wind or water forpollination? How close were their evaluations?

Related Activity:

Evaluate animal pollinators in a manner similar to that used above for analyzing flowers.Based on the physical and behavioral characteristics of the animals, what type of flowersare they likely to pollinate?

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FLOWER DATA

1. Record the name of each flower being examined.2. Record the number of the following flower parts for each flower: sepals, petals,

stamens, pistils.3. Record the pollen color of each flower.4. Indicate if the stamen and/or pistil extends beyond the petals.5. Describe the flower arrangement on each plant (single or clusters).

FlowerName

Numberof Sepals

Numberof Petals

Number ofStamens

Number ofPistils

Pistil-StamenIn/OutsideFlower

FlowerArrange-ment

PollenColor

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CHAPTER SIXTROPICAL RAINFOREST PEOPLE

INDIGENOUS PEOPLE

The term indigenous means native to or belonging naturally to a region, not introduced.Therefore, indigenous people are those that have lived in a particular region for a verylong time, ideally the original human inhabitants of that region. Some indigenousrainforest cultures like the Maya and the Incas were discovered at the time of the Spanishconquest in the Americas. Other cultures have only been discovered more recently. Over60 distinct tribes are known to exist in the northwestern Amazon Basin alone.

While many of these cultures have been altered by their introduction to modernresources, the following information is intended to reflect on the traditional techniquesand characteristics of these people.

RAINFOREST FARMERS

A majority of rainforest people rely on slash and burn agriculture to provide the foodthey need to survive. Fields for planting are created by cutting down small sections ofthe rainforest, letting the cut vegetation dry, then burning the vegetation to releasenutrients into the soil. This provides a fertile planting area for a few years.

Once the nutrients have been depleted from the soil in a particular area, it is abandonedand a new section is cleared. Each abandoned area is left uncultivated for 20 years ormore during which time new jungle growth begins and the process can start again.

By keeping the cleared plots relatively small and reusing abandoned plots after sufficientpassage of time, indigenous cultures have developed a system of sustainable use. Inother words, no permanent damage has occurred to the rainforest environment.

A planting practice called intercropping is employed in these cleared areas to make thebest use of limited space. Simply put, several different species of plants are interspersedand cultivated simultaneously. This provides the advantage of limiting crop damage bypests or disease and allows sun-thirsty plants to shelter those that prefer shade.Biological controls in the form of beneficial insects are often used to further enhance thechances for success. In Amazonia, for example, some tribes import Aztec ants to protecttheir gardens from leafcutter ants.

RAINFOREST HUNTER-GATHERERS

Rather than cultivate particular rainforest crops, some indigenous cultures choose tocollect their food from the existing surroundings. This process includes varied methodsof hunting, fishing, and gathering. Again, sustainable use of rainforest resources is theultimate goal. Indigenous cultures only take what they need rather than all that isavailable to them.

Gathering fruits, nuts, roots, and other edible plant forms is probably the most basicmeans of collection. Even so, it can require special skills to climb or develop othermethods for reaching foods located high in the trees. At least one culture is known to usemonkeys to collect fruits like coconuts.

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Hunting is traditionally accomplished with arrows, darts, or spears. These weapons areeasily created from available plant resources and often tipped in poisons extracted fromrainforest animals or plants. The addition of poisons assists the hunters by furtherdisabling the animal targets, often by paralyzing the animals’ muscles.

Fishing may include the use of darts, arrows, or spears to catch individual fish. Nets aresometimes used to catch more. Other times, special poisons are introduced into thewaterways to stun or kill fish that can then be collected in larger quantities. Surprisingly,the poisons used are so specific to their task that they pose no long-term threats to theenvironment. Nothing but the fish appear to be affected.

CULTURAL TRADE

It should be noted that very few, if any, rainforest cultures rely exclusively on farming orgathering to meet their needs. Farmers and hunter-gatherers alike are known to tradegoods with other groups to fulfill their needs, confirming that these cultures may not beas isolated as we think. Those that are primarily gatherers may also plant small gardensto supplement their food supply.

PHYSICALLY FIT

Like the animals around them, people of the rainforest are well adapted to theirsurroundings. Short stature, sparse body hair, and slow metabolism are viewed asadaptations for living in a hot environment since these characteristics enable their bodiesto lose heat more quickly. Minimal perspiration is believed to be an adaptation forcoping with the high humidity since perspiration is less likely to evaporate and is thus notan effective means of cooling the body.

In general, indigenous rainforest cultures enjoy very good overall health. Few, if any,suffer from chronic medical conditions such as heart disease, high blood pressure, anddiabetes. Much of this is attributable to their diets and their knowledge of the medicinalproperties of plants. Scientifically, the chemical compounds contained within each plantare the source of the benefits. Modern scientists are just beginning to tap these medicinalresources that rainforest people have known about for centuries.

HEALING TRADITIONS

The primary repository for each tribe’s knowledge of medicinal plant uses is its shaman,or medicine man. In addition, indigenous people believe that the shaman is able tocommunicate with the plant and animal spirits of the rainforest that influence their well-being. Using age-old techniques passed from generation to generation, the shamanrestores health to the sick and injured. Treatments may include the use of plantconcoctions or applications, hallucinations, and ritualistic ceremonies to treat bothphysical and spiritual elements of the ailment.

RAINFOREST PEOPLE TODAY

Due to overwhelming influence from the modern world, many rainforest cultures thatpreviously survived at a subsistence level have adapted their farming and gatheringmethods to meet commercial demand. Brazil nuts, coconuts, bananas, and coffee are justa few of the products that are now collected or cultivated in large quantities for thepurposes of trade.

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Many indigenous cultures have also established trade in non-food items. These includehandmade baskets, textiles, bowls, and crafts. The Kuna Indians of Panama, for example,are well known for their reverse appliqué creations called molas. These traditionallyadorned the clothing of Kuna women, but are now made into purses, potholders, andvarious other items for purchase by outside visitors.

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HUNTING TOOLSACTIVITY: GRADES K-5

Objective: Students will investigate how rainforest people have learned to use objectsin their environment to meet basic needs.

Materials: Hollow sections of bamboo (approximately 12” long)Q-tipsPaintPaintbrushesRaffia ribbon (crinkled paper ribbon)MarkersButcher paper


Blowguns, traditional hunting tools of some rainforest cultures, are constructed of allnatural materials. A suitable tree branch is selected, cut to the desired length, and split inhalf, lengthwise. The center of each piece is grooved then the two halves are glued backtogether with a tar-like substance called brea. Finally, the outside of the blowgun iswrapped in bark from aerial roots, often those of Philodendron species.

Palm leaf stalks are used for constructing the darts. One end of each dart is tipped withkapok, a cottony substance, while the other end is sharpened using piranha teeth. Thissharpened end is usually dipped in some type of poison. Prepared darts are carried in aquiver, also constructed of natural materials.

Blowguns have proven very accurate hunting tools for indigenous people. Some huntershave been known to hit a monkey up to 98 feet (30 meters) away.

Procedure:

Special Note: This activity involves the use of projectiles. Although Q-tips are fairly harmless, be certainto caution the students appropriately before and during the activity. If necessary, distribute the“darts” as each student steps up for target practice and collect them immediately afterward.

1. Distribute one bamboo section to each student. This will be the blowgun. Directstudents to wrap their blowguns with the raffia ribbon much as the indigenouspeople use the root bark.

2. Allow students to decorate their blowguns with paint.3. Draw a target on a sheet of butcher paper and hang it on a classroom wall. The

target may be a bullseye of concentric circles or an animal shape.4. Give each student a Q-tip to use as a dart. Just before shooting at the target, have

them color the cotton tip at the “sharp” end with a marker. This will cause the dartto leave a mark on the target.

5. Conduct target practice from various distances. Have each student evaluate his/heraccuracy by measuring the distance from the actual point of contact to the intendedpoint of contact. What percentage of the students hit the intended mark? Whatpercentage hit within 6, 12, 18, or 24 inches of the intended mark? Graph theresults. This should help the students appreciate the skills of native rainforesthunters.

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Related Activities:

1. For younger students, substitute cardboard tubes and cotton balls (or wadded paper)for the bamboo sections and Q-tips. Have the students try to shoot their cotton ballsinto a large tub or basket.

2. Divide students into groups of five or six. Assign each group the task of designingand constructing a new hunting tool or trap. Have them specify the type of animalwhich the tool/trap is designed to catch and how it works. Conduct grouppresentations.

3. Have students investigate how they might improve on their blowgun designs tomake them more accurate. Would it help to change the length of the blowgun?Would it help to change the size of the opening? Would it help to change theprojectile (Q-tip)? Encourage students to develop and test their own hypotheses.

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MOLA MAGICACTIVITY: GRADES 6-8

Objective: Students will appreciate the specialized skills required to create molahandicrafts.

Materials: Construction paper, variety of colors including blackPencilsScissorsGlue


Many indigenous people of the rainforest have their own specialized art forms.Traditionally, these art forms are often an expression of the physical and spiritual worldaround them. The Cuna (or Kuna) Indians of Columbia and Panama are recognized fortheir art form which is called a mola.

Each mola is unique to its artist. It may be the visualization of a dream, a means ofcommunication, or the fanciful re-creation of an everyday object, plant, or animal.Geometric designs are not uncommon. All molas are very bright and colorful.

The creation of a mola involves appliqué and reverse appliqué work. In appliqué, anornamental design is cut from one piece of fabric and stitched to the surface of another.In reverse appliqué, designs are cut from a top piece of fabric so that the fabricunderneath will show through.

Procedure:

1. Explain molas to the students. Show actual samples or photographs to help thestudents visualize this craft, if possible. Otherwise, show students any type ofappliqué work. The students will be creating their own molas from constructionpaper rather than fabric.

2. Allow each student to select any type of rainforest plant or animal to re-create inmola form. Have students create a basic outline of this plant or animal as a startingpattern.

3. Direct students to cut the original size and several successively smaller sizes of thesame pattern from different colored construction paper. Creative students may wishto create slightly different shapes for the smaller size pieces. Depending on theabilities of the students, teachers may wish to supply precut patterns for the studentsto trace then cut.

4. Have each student select a background color to which they will attach the mola.From this background sheet, direct students to cut an opening slightly larger thanthe original pattern size, then glue a different color sheet of construction paperbehind the new opening. Additional openings can be cut from the background anda different piece of construction paper glued behind each one to create a colorfulbackdrop around the plant or animal shape.

5. Finally, have students glue the original size pattern in the center of the opening.Each successively smaller pattern piece should be glued on top of the original tosimulate appliqué.

6. The completed mola may be laminated to create a placemat or wall hanging.Smaller molas may be used as ornaments. Clear contact paper can be used in theabsence of laminating materials.

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Related Activities:

1. Fabric molas can be created by students with reasonable sewing skills and asignificant amount of time. Once completed, these fabric molas can be attached tot-shirts or framed for display.

2. Have students create stencils to simulate a mola design. Each stencil should enablethe student to paint (or color) one color of the final design. As each stencil isoverlaid on the same area of paper and painted (or colored), the final design shouldbecome visible.

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RAINFOREST RAPACTIVITY: GRADES 9-12

Objective: Students will learn about rhyme and rhythm by creating their own music.

Materials: Rap music tapesTape playerPaperPencils

Procedure:

1. Have students research the different tribes of people found in rainforest regions.They should learn the names of the tribes and unique characteristics or traditions ofthe people in them.

2. Introduce students to rap music. Play several samples of rap music. Discuss thetype of rhyme and/or rhythm used in each sample. Note that the lyrics of a rap songoften tell a story and are generally spoken rather than sung to the music.

3. Divide class into groups of 4-5 students. Assign each group the task of developinglyrics for a rap song about a tribe or tribes of the rainforest. Perhaps they can createnew words for an existing tune (rap or other style).

4. Have each group prepare and conduct a presentation for the rest of the class as ifthey were making a music video. This can involve costuming, props, recordedmusic, etc.

5. Review the information from each group’s song. Compare and contrast theinformation gleaned about different tribes. Are differences the result of theparticular regions in which they live? Why might some of their traditions besimilar?

Related Activities:

1. Discuss the musical traditions of native cultures (rainforest cultures, NativeAmericans, etc.). Have students construct musical instruments from availablematerials much as native people use the resources around them. Coffee cans, string,cardboard tubes, and plastic drink bottles are just a few of the everyday items thatcan become percussion instruments, stringed instruments, or wind instruments.Encourage students to be creative in decorating their instruments, as well.

2. Using musical instruments of any kind (traditional, modern, homemade) havestudents create their own music to accompany their rap lyrics.

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CHAPTER SEVENWHY ARE TROPICAL RAINFORESTS IMPORTANT?

BIODIVERSITY

Some scientists estimate that there are approximately 30 million species of plants and animals onthis planet, less than 1% of which have been identified. Up to 300 tree species have beenidentified per hectare (2.47 acres) in the Peruvian Amazon alone, yet it is estimated that aminimum of 40,000 plant species have yet to be discovered in the entire Amazon Basin.Anywhere from 50% to 90% of all plants and animals are believed to exist in tropical rainforestsmaking them the most biologically diverse ecosystems on Earth.

Much of what we eat and use everyday is available to us because of the great variety of plant andanimal life, or biodiversity, found in tropical rainforests. Spices, foods, gums, resins, fibers,canes, oils, and hardwoods are just some of the items on which we’ve come to depend. To date,only about 7% of tropical plants have been screened for chemical compounds that may proveuseful in the development of pharmaceuticals, yet approximately 25% of modern dayprescription drugs are derived from such compounds. Heart medications, muscle relaxers,steroids, painkillers, anesthetics, and cancer fighting drugs are just a few. The rosy periwinkle ofMadagascar, for example, has provided us with the drugs vincristine and vinblastine, which areused to treat childhood leukemia. We can only guess at the benefits future discoveries mightprovide.

KNOWLEDGE

No one knows more about the plants and animals of the world’s rainforests than the originalinhabitants. For hundreds, if not thousands, of years rainforest people have lived in harmonywith their environment. They have met their needs without depleting their resources orirrevocably destroying their environment.

In contrast, much of present day slash and burn agriculture clears extensive plots of rainforestand/or uses the cleared land to the point that it can never recover. Modern day hunters capturemore game than they can possibly use or employ methods that are destructive to more than thetarget species. Loggers clear thousands of trees to extract the occasional prize hardwood forlumber. There’s much that we can learn about sustainable use from the original humaninhabitants of tropical rainforests.

Ethnobotany, the study of people’s knowledge and customs relating to plants, is an importanttool in helping scientists target the most likely plants to contain useful chemical compounds.Without the unwritten, historical knowledge contained in the minds and traditions of the peoplewho have used these plants for centuries, pharmaceutical analysis and discoveries could slow toa crawl. There is still so much we can learn from these sophisticated, intelligent people.

All of these cultures, and their knowledge, are at risk of disappearing forever as the rainforestitself disappears.

FOOD

What would life be like without bananas, lemons, oranges, pineapples, coffee, coconuts, Brazilnuts, cinnamon, black pepper, ginger, vanilla, and nutmeg? These are just a few of the foods andspices used by hundreds of people around the world. Some scientists estimate that more than80,000 tropical plants are actually edible. Imagine how these might benefit the world foodsupply! Without tropical rainforests, they wouldn’t exist.

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Even commercial crops that began from rainforest stock can benefit. Wild plants can be tappedfor specific genetic traits that may enhance the ability of their commercial counterparts to resistdrought or plagues. New commercial crops may also be derived.

AIR

Photosynthesis is one of the most important functions of tropical rainforests. Through thisprocess, plants take in carbon dioxide (CO_) and release breathable oxygen (O_) into theatmosphere. This oxygen is what makes our planet inhabitable.

At present, tropical rainforests produce approximately 11.33 tons of oxygen per acre (28 tons ofoxygen per hectare). As tropical rainforest acreage disappears, less oxygen is produced. Inaddition, all of the carbon stored in the plants is released when the plants are burned. Somescientists estimate that the burning of rainforests accounts for over one third of all carbonreleased into the atmosphere each year, while the burning of fossil fuels accounts for the othertwo thirds.

WATER

Tropical rainforests receive over 60 inches of rain per year. This water is both necessary forrainforest survival and available because of the rainforest’s existence. Through the processes oftranspiration and evaporation, rainforest plants in the Amazon River Basin alone return up to75% of the rainwater to the surrounding atmosphere. Without the rainforests and their recyclingabilities, studies predict an equivalent drop in overall rainfall, which would prevent any newforest growth.

Rainforest plants are responsible for regulating the tremendous flow of water in theirenvironment to prevent uncontrolled floods and erosion. Extensive root systems absorb largequantities of water, retain existing topsoil, trap new soil, and absorb nutrients that wouldotherwise be washed away. That which is washed away generally ends up in the ocean. Inexcessive amounts, this can result in large algae blooms or deposit sediment on coral reefs. Thehealth of the world’s oceans is directly affected by the health of tropical rainforests.

HEALTH

Believe it or not, the existence of rainforests helps prevent the spread of various tropicaldiseases. The natural predator/prey relationships within rainforests keep populations of diseasecarrying animals, such as insects and rodents, under control. In addition, the lack of standingwater in a healthy rainforest prevents many insects, such as mosquitos, from breeding at groundlevel where people live.

Time and again, as people destroy rainforest regions for construction, agriculture, and“improvements,” they eliminate the very system that protects them from diseases such asmalaria. This isn’t to say that malaria and other diseases don’t exist in tropical rainforests,they’re just not as prevalent.

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TROPICAL PRODUCTSACTIVITY: GRADES K-5

Objective: Students will be able to identify which household products and foods come fromthe rainforest.

Materials: Rainforest product listPaperPencils

Procedure:

1. Ask students to bring in a favorite recipe from home.2. Distribute a list of rainforest products to each student. Have them identify which of these

products are used in the recipe. How many recipes have zero rainforest products? Howmany have more than three rainforest products? More than five?

3. Ask students to review this list at home and place a check mark by each product that theyfind.

4. Review the lists to see how prevalent rainforest products are in the average household.How many people found more than 10 rainforest products? More than 15? More than 20?

5. Ask each student to select one product and research its origins. From which part of theworld does it come? Does it come from a tree, a bush, a small plant? What are its uses?How important is it to the average person? What common products would we lack withoutit? Have the students prepare written and/or verbal reports that answer these and otherquestions.

Related Activities:

1. Select a simple cookie recipe (i.e. chocolate chip) that requires several rainforest products(i.e. vanilla, sugar, chocolate). Prepare the recipe with and without the rainforest products.Have the students sample both preparations to help them understand the impact thatrainforest products have on our food selections.

2. Take students on a visit to the local grocery store or ask them to visit on their own. Assignsmall groups of students to a single aisle or shelf in the store. Ask them to list each productin their section and put a check mark next to each item that contains a rainforest product.Return to the classroom with the lists and review the information that has been collected.How many total products were listed? What percentage of these contain rainforestproducts? If these were eliminated, how many products would be left in each section of thegrocery store? Which sections are more likely to contain rainforest products? Whichsections are less likely to contain rainforest products?

3. Have the students plan and prepare a rainforest buffet. Ask them to find or create recipesusing rainforest products. Jungle punch can be created from tropical fruit juices and gingerale or lemon-lime soda. Trail mix can be created using tropical nuts, coconut, chocolatechips, and dried tropical fruits. Fresh tropical fruits such as mango, star fruit, papaya, andbanana can be served. See how imaginative the students can be and how tasty the treatsare! Have a rainforest party.

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RAINFOREST PRODUCTSCHECK LIST

___ ALLSPICE ___ GUAVA

___ AVOCADO ___ LEMON

___ BALSA ___ LIME

___ BAMBOO ___ MACADAMIA NUTS

___ BANANA ___ MAHOGANY

___ BLACK PEPPER ___ MANGO

___ BRAZIL NUTS ___ NUTMEG

___ CASHEWS ___ ORANGE

___ CHICLE (chewing gum) ___ PAPAYA

___ CHILI PEPPER ___ PAPRIKA

___ CHOCOLATE ___ PEPPER

___ CINNAMON ___ PINEAPPLE

___ CLOVES ___ RAMIE (knit materials)

___ COCONUT ___ RATTAN (furniture)

___ COFFEE ___ RUBBER (balloons, rubber bands)

___ COLA ___ TAPIOCA

___ GINGER ___ TEA

___ GRAPEFRUIT ___ VANILLA

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RAINFOREST IN A JARACTIVITY: GRADES 6-8

Objective: Students will observe how plants recycle air and water.

Materials: 2-liter clear plastic bottle with lid (1 per student)ScissorsClear packing tapeSmall gravelPotting soilSmall plants


A terrarium works much like a tropical rainforest. A limited supply of air and water areconstantly recycled through the processes of transpiration and photosynthesis.

Transpiration is the process by which plants release moisture into the air. This occurs throughsmall openings in the leaves known as stomata. Water released by the plants eventuallycondenses and falls back to the ground as rain. Plants absorb rainwater through their roots andthe cycle begins again.

Photosynthesis is the process by which plants use light to convert water and carbon dioxide intosugars and oxygen. The oxygen is released into the air and the sugars serve as food for the plantswhen light is not available.

Procedure:

1. Discuss transpiration and photosynthesis. Tell students that they will be creating their ownrainforests in which to observe these processes in action.

2. Direct students to wash the inside of each bottle with hot water, but no soap.3. Have students cut off the top two inches of their bottles, then set the tops aside.3. Instruct students to place a layer of gravel in the bottom of their bottles then cover it with a

layer of damp potting soil.4. Plants should be placed in the soil so that the roots are completely covered. Add soil, if

necessary, to make sure the plants are secure.5. Lightly water all the plants being careful not to flood them.6. Have students tape the tops back onto their bottles to seal the terrariums. Place the

terrariums in indirect sunlight and maintain them at a temperature from 70-75ºF.7. Observe the terrariums for a week. When does the most condensation occur? What

changes take place throughout the course of a day?

Related Activities:

1. After terrariums are established, demonstrate the effects of light and temperature changeson the environment. Place a bag of ice cubes on top of a terrarium. What happens?Change the lighting conditions. What happens?

2. Divide the class in three groups before starting the terrariums. Give each group differentplants. One group should use local plants. One group should use rainforest plants (mosttropical houseplants qualify). One group should use cacti and succulents. Over time,which terrariums do the best? How are they different?

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MEDICINAL PLANTSACTIVITY: GRADES 9-12

Objective: Students will be able to identify the medicinal importance of specific rainforestplants.

Materials: Aloe plant

Background:

Aloe is a succulent plant native to tropical Africa. It is very popular as both a house and gardenplant and widely cultivated outside of Africa. It is also a medicinal plant used quite commonlytoday. The sap of the fleshy leaves is often applied as a home remedy to relieve burns or insectbites. It is also included in over-the-counter lotions, hair products, and lip balms. Scientifically,it is known to contain a type of glycoside.

Procedure:

1. Show students the aloe plant. This plant is known as a succulent, meaning that it has thick,fleshy leaves and/or stems which are adapted to storing water.

2. Break open a leaf and show students the sap. Have students touch the sap so they get a feelfor its texture and consistency. This is the part of the plant used for medicinal purposes. Inwhat types of everyday products is aloe used?

3. Have students research companies which make products containing aloe. This will involvea trip to the store to look at products on the shelf. Most products have an address and/orphone number for the manufacturer. Students should be sure to write down the specificproduct names, as well.

4. Direct students to write letters to one or more manufacturers requesting information aboutthe product(s) containing aloe. Why do they use aloe in the product? How is this productbetter than one without aloe? What benefits does aloe provide to the person using theproduct? Are other plant products used in this or other products?

5. Once letters have been sent, have students see if they can find the answers to thesequestions on their own. Encourage them to use a variety of resources such as books,magazines, newspapers, and the Internet. Ask them to document the sources they havereferenced.

6. Once information is received from product manufacturers, students can conduct oralreports or submit written ones comparing and contrasting the information.

Related Activities:

1. Have students research which rainforest plants have already been tapped for medicinalpurposes. Identify the plant sources for heart medications, steroids, painkillers, anesthetics,and cancer fighting drugs.

2. Send students on a field trip to a drug store to see how many plant products are used inover-the-counter products. Various plant oils are found in items from baby wipes to handlotion. Corn starch is used in powders. Toothpastes include plant gums. Spearmint,peppermint, and other plants are used for flavoring or scents in shampoos, antacids, lotions,and more. A vocabulary lesson on plant terms may be helpful before conducting thisactivity.

3. Have students read Tales of a Shaman’s Apprentice by Mark J. Plotkin, Ph.D. This book isa true story of his experiences with indigenous people in the Amazon Rainforest as he

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searched for medicinal plants and tried to learn how native peoples use them. This is avery interesting and informative book.

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CHAPTER EIGHTPROTECTING AND PRESERVING

TROPICAL RAINFORESTS

Special Note: While it is very easy to get passionate about a topic such as rainforest destruction and direct otherpeople’s opinions in certain directions, this should not be the teacher’s goal. Instead the teacher should makeavailable as much information as possible regarding all sides of the issues so that students can come to their ownconclusions.

WHERE TO BEGIN

Knowledge is the most important tool in protecting and preserving tropical rainforests. Only byunderstanding what we have to lose can we care enough to protect the rainforests.

Most people have no idea how many everyday products exist because of resources found only inrainforests. Although many are now produced synthetically or grown commercially, it was therainforest that gave us the idea in the first place. Encourage students, friends, family, teachers,and coworkers to learn all they can about tropical rainforests then share that information withothers. Libraries are full of interesting books; television offers many intriguing nature anddiscovery programs; zoos, gardens, and aquariums provide homes away from home for livingrepresentatives of the rainforests; and several conservation organizations provide educationalresources as well.

PURCHASING POWER

Smart shopping is also a matter of education. It means knowing something about a product, themanufacturing process, and the source of the materials used to create that product. Bypurchasing only environmentally sound products you encourage the sustainable use of naturalresources. Your decision to purchase or not to purchase a product sends an important message tothe manufacturers, distributors, and retailers of that product.

Smart shoppers consider food purchases as well. Again, it is important to know the source of thefood. How is it collected? How is it raised? Is the rainforest harmed in the process?

Extractive reserves are one way that some companies have been able to ensure sustainable use.These reserves consist of sections of rainforest in which products such as rubber and Brazil nutsare harvested (extracted) without damaging rainforest resources. Rubber trees are tapped toextract the sap, which is used to produce rubber while Brazil nuts are collected as their seedpodsfall to the ground. At the same time, the harvesting of these materials provides a source ofincome for local residents.

Sometimes purchasing power alone is not enough. A decision not to buy a product may be basedon finances, colors, designs, or any number of other factors. By writing or calling manufacturersand retailers you can let them know your specific reason(s) for purchasing or not purchasingtheir products.

ECOTOURISM

Ecotourism, or travel with an interest in ecology and the environment, can provide an incentivefor local residents to preserve the rainforests. People interested in visiting rainforests will payfor convenient accommodations, spend money for food and souvenirs, and hire guides to see thenatural beauty of the region. Properly controlled and regulated ecotourism can provide afinancial boost to local economies without damaging the natural resources.

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CONSERVATION ORGANIZATIONS

Perhaps the most popular method to protect and preserve tropical rainforests is to supportappropriate environmental organizations. These organizations may use their resources to impactlegislation, sponsor adoption programs, purchase land, create preserves, fund research, oreducate the general public. Support may be offered in the form of monetary contributions,material donations, and volunteer efforts.

Many different conservation organizations exist across the country and across the world. Someact locally while others have a more international perspective. If you decide to support aconservation organization, take time to select one that suits your specific interests. Also be sureto verify the legitimacy of any organization and its use of funds and materials. Appendix 1contains a partial listing of organizations involved in rainforest conservation.

MOODY GARDENS

Moody Gardens’ Rainforest Pyramid is an excellent place to learn about the plants and animalsof a rainforest environment. This exhibit showcases plants and animals from the rainforests ofAsia, Africa, and the Americas. Free roaming birds and butterflies, numerous freshwateraquariums and ponds, and several enclosed displays are interspersed with beautiful vines, palms,bromeliads, ferns, orchids, shrubs, and trees. Guests to the Rainforest are welcome to casuallyroam the paths, read the informational plaques, and ask our trained naturalists questions.Education programs are also available by advance reservation (see Appendix 2).

In addition to breathtaking scenery, the Rainforest Pyramid provides a site for ongoing researchwith the entomology department at Texas A&M University. This study, referred to as ourBeneficial Insect Program, allows us to regulate insect pests through the use of biologicalcontrols rather than pesticides, which might harm the display animals, employees, or guests.Beneficial insects are introduced to the exhibit to prey upon or parasitize damaging insects.While never completely eliminating the insect pests, the success of the program lies in the abilityto control the problem so that no serious damage occurs to the vegetation.

Moody Gardens’ Medicinal Plant Program involves the growing and testing of plants that maybe helpful in disease control. Through various visits to the rainforests of South and CentralAmerica, our horticultural staff is able to learn more about local use of specific plants andacquire samples for future study. Many of these samples are currently undergoing tests at theUniversity of Houston College of Pharmacy in Houston, Texas.

A donation box located by the Rainforest Pyramid provides Moody Gardens’ guests anopportunity to make an impact on natural rainforests. Money collected through donations is usedto purchase rainforest land and support rainforest conservation organizations.

THE END?

There are many, many problems facing the rainforests of the world today. These problems havefar reaching implications. They affect plants, animals, and people, both inside and outside therainforests themselves. However, most of these problems are not insurmountable.

The responsibility of this and future generations is to focus on solutions. Conservation of naturalresources is something that has no end. Our very lives depend on it.

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PRESERVING RAINFORESTSACTIVITY: GRADES K-5

Objective: Students will raise public awareness about the importance of rainforests.

Materials: BlackboardChalkPaperPencils

Procedure:

1. Contact various conservation organizations for information on rainforest conservationand/or adoption programs OR have students write letters requesting this information.

2. Ask students to name things they think other people should know about rainforests. Listthese ideas on the blackboard. As a class, narrow the list down to three or four statements.

3. Divide the class into four or five groups. Ask each group to develop a means of gettingthese messages to other people. Encourage students to be creative and not worry aboutdetails at this point. Distribute information from conservation organizations to help givestudents ideas.

suggestions: rainforest newsletterposter contestrainforest bake sale (or other fundraising effort to adopt acreage orsupport conservation groups)rainforest stationeryrainforest music or drama

4. Have each group present their ideas to the remainder of the class. List each idea on theblackboard. As a class, select one or two projects from the list. At this point, help studentsdetermine which ideas are feasible.

5. Once the project is selected, have students help determine the necessary steps forimplementation. Assign specific tasks to each group and assist students in completing thisproject.

Related Activities:

1. Have students write letters to their Representative in Washington, D.C. encouraginghim/her to support legislation that will have a positive impact on rainforests. If specificlegislation is pending that may affect rainforest resources, have students address that inparticular.

2. Ask each student to research information on a particular rainforest resource then write areport. In the report, each student should explain how this resource is obtained, in whatways it is used, and whether extraction of this resource is detrimental to the health of therainforest.

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INFORMED CHOICESACTIVITY: GRADES 6-8

Objective: Students will develop critical thinking skills.

Materials: Leather beltTeak productSimulated alligator or snake productTropical fishBananaCinnamonChewing gumTennis shoesRattan productParrot

Note: These are merely suggestions for this activity. Many other items would also besuitable. Pictures of objects may be substituted for the “real things.”


Leather belt - This product is made from cowhide. Some cows are raised on land whererainforests once stood. Other cows are raised on farms in the United States.

Teak - This wood comes from the rainforest. Whole sections of rainforest are often demolishedto extract a few teak trees.

Simulated alligator or snake product - This item is created from cowhide so that protected orendangered species aren’t harmed to produce it. However, many people can’t tell the differencebetween a real alligator/snake product and a simulated one.

Tropical fish - Most tropical freshwater fish are juveniles collected from rainforest rivers andstreams. Sometimes collection techniques injure or kill non-target species. Some of the intendedfish die in transit to pet stores and aquariums. Many people don’t realize that certain species willoutgrow their home aquariums. Commercial fisheries have been established to farm raise manytropical fish species today to avoid impacting the wild populations.

Banana - This popular food item can be collected from the rainforest in a manner which does notdamage the rainforest. It is usually a sustainable use product.

Cinnamon - This spice is actually the dried bark of a particular rainforest plant. The bark can beremoved in such a fashion that it does no harm to the plant. The plant protects itself by growingnew bark. One plant can be harvested many times over.

Chewing gum - This popular treat is derived from chicle (pronounced CHEE-CLAY). Chiclecomes from the sap of a rainforest tree and can be harvested repeatedly without harming the tree.However, the local people who collect the product may not be compensated fairly for their work.

Tennis shoes - The soles of these shoes are made of rubber. Real rubber is derived from the sapof a rainforest tree. Synthetic rubber is created chemically. Most people have no idea whetherreal or synthetic rubber is used in making their shoes.

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Rattan - This comes from a type of rainforest palm. The trunk of this tree is stripped of its thornsthen soaked in water and shaped into furniture. Left alone, rattan is so prolific that it mayoverrun sections of rainforest.

Parrot - This is a popular pet because of its bright colors and ability to mimic human speech.Most wild caught birds die in transit due to crowded, unsanitary conditions. Wild populationshave been dwindling as a result of collection of the pet trade. Most species are also threatened orendangered. Captive breeding of birds eliminates the need for collecting wild animals andresults in birds that are easier to handle and train.

Procedure:

1. Show students one of the rainforest products listed above. Is this a product they wouldconsider purchasing? Why? Why not? Be careful not to influence the students’ decisions,but question their responses from the opposing point of view to make them think abouttheir choices.

2. Share background information about the product. Some of this information may already befamiliar to the students. Some of the information may be totally new. Repeat the questionsfrom step 1. Are the responses different? If so, why? Again, counter their responses withanother point of view.

3. Repeat steps 1 and 2 for each product.4. Discuss how important it is to know something about a product’s background in order to

make an informed purchasing decision. Emphasize that no response is incorrect. Eachindividual is responsible for and entitled to make his own choices. However, the bestchoice is an informed choice.

Related Activities:

1. Have students research the possible sources of five plant or animal products that they own.Encourage them to contact the manufacturers of the products to identify material sources,learn about the production processes, etc. Armed with this new knowledge, would theychoose to buy these same products again?

2. Have students identify plant or animal products they would not buy for one reason oranother. Ask them to address their concerns in letters to the manufacturers.

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PERSUADING THE PUBLICACTIVITY: GRADES 9-12

Objective: Students will persuade others to use a particular product.

Materials: PencilsPaper

Procedure:

1. Analyze various types of ads and commercials currently being used. What do the studentslike or dislike about each one? Which ones do they remember? What is the targetaudience? Do these ads persuade them to buy or use a particular product or service? How?Are similar techniques used by more than one company?

2. Assign the class the task of developing a marketing plan for Flying Snake Airlines, a newcompetitor in the south Pacific airline industry. The focus of this company is ecotravel,primarily to rainforest destinations. The marketing plan should include a company logo,company slogan, and an advertising campaign.

3. As part of the assignment, students need to analyze costs and develop a one year marketingbudget. The cost of advertising, printing, filming, voice-overs, graphics development, andother marketing costs can be researched locally.

4. Ask students to determine expected revenues for one year. This will require analysis ofexpected routes, frequency of travel, cost per passenger, and more. Students will need toresearch what is currently taking place in the airline industry.

5. Analyze the marketing budget to see if it is realistic. How does it compare with expectedrevenues? How many flights and/or passengers would have to fly to recuperate marketingcosts? Is the marketing cost a realistic percentage of the expected revenues?

Related Activities:

1. Take a field trip to an advertising agency or have someone from an advertising agencycome speak to the class. Learn what skills and background are needed to succeed in theadvertising field. Ask the speaker to discuss the costs involved in producing various typesof advertising.

2. Every year a series of prizes called CLIO awards are presented for advertising excellence.Have students evaluate the nominees in each category before the awards are presented thenselect winners for each category. Compare class choices with the final results. Informationon CLIO awards is available on the Worldwide Web at http:\\www.clioawards.com or byphone at 1-800-WIN-CLIO.

3. Have students develop an advertising campaign aimed at encouraging sustainable use ofrainforest resources.

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APPENDIX 1

RAINFOREST CONSERVATION ORGANIZATIONS

The following organizations are noted for their work in rainforest conservation. This is by nomeans a comprehensive list. It is merely a representative grouping of organizations to contactfor further information. In addition, this listing in no way implies support by or from MoodyGardens and its employees.

Amazon Center for Environmental Education and Research (ACEER)Ten Environs ParkHelena, AL 35080(800) 255-8206 or (205) 428-1700, ext. 242fax: (205) 428-1711email: [email protected] site: http://www.erri.psu.edu/web/aceer.htm

Asociación Nacional para la Conservación de la Naturaleza (ANCON)Apartado 1387Panamá 1República de Panamá(507) 264-8100fax: (507) 264-1836email: [email protected]://www.ancon.org

Earth Foundation5151 Mitchelldale, Suite B-11Houston, TX 77092(800) 566-6539 or (713) 686-9453fax: (713) 686-6561email: [email protected] site: http://www.earthfound.com

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National Wildlife Federation8925 Leesburg PikeVienna, VA 22184(800) 822-9919 or (703) 790-4000web site: http://www.nwf.org

Rainforest Action Network221 Pine Street, Suite 500San Francisco, CA 94104(415) 398-4404fax: (415) 398-2732web site: http://www.ran.org

Smithsonian Tropical Research InstituteSmithsonian Institution900 Jefferson DriveSuite 2207Washington, DC 20560(202) 786-2817web site: http://www.si.edu/stri OR http://www.stri.org

The Nature Conservancy4245 North Fairfax Drive, Suite 100Arlington, VA 22203-1606(703) 841-5300web site: http://www.tnc.org

World Wildlife Fund1250 24th Street, NWWashington, DC 20037(800) 225-5993web site: http://www.wwf.org

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APPENDIX 2

MOODY GARDENS EDUCATION PROGRAMS

The Education Department at Moody Gardens offers several field trip opportunities to educationgroups of 20 or more individuals from preschool through grade 12.

Our most popular program to date is Rainforest Exploration. This educational program includesclose encounters with rainforest animals in a classroom setting, a guided tour to visit with thetropical plants and animals of our Rainforest Pyramid, and an exciting multidimensional filmviewed in our IMAX 3D Theater. Total tour time is approximately three hours. A modifiedtwo-hour version of this tour is available upon request.

Education groups interested in a completely self-guided field trip experience will enjoy ourFunday option. This program includes any three Moody Gardens attractions: RainforestPyramid, Aquarium Pyramid, IMAX® 3D Theater, Discovery Museum, IMAX® Ride Film,Palm Beach, or Colonel Paddlewheel Boat. Fundays allow for a great deal of flexibility in yourvisit.

For those groups unable to visit Moody Gardens in Galveston, our Traveling Rainforest Trunkprogram takes the rainforest on the road. A Moody Gardens staff member will visit your sitewith several rainforest animals, plants, music, and a trunk overflowing with rainforest artifacts.This hands-on, interactive presentation brings the rainforest and its people to life for kids of allages.

Moody Gardens’ Education Department also offers a variety of day camp classes, overnightadventures, scout badge workshops, teacher workshops, birthday parties, and more! Reservationsare required and programs are booked on a first come, first serve basis.

For more information or to schedule a program, call Group Sales at

(409) 744-4673 or (800) 582-4673Extension 4203 or 4212

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APPENDIX 3

Texas Essential Knowledge and Skills (TEKS) for MathGrade K

1A 1B 1C 2B 4 5 7A 7B 8B 8C 9B 10A

10B

11A

11C

12A

12B

RAINFOREST LAYERS * * * * * * * * Related Activity 1 * * * * * * * Related Activity 2 * * * * *FROM POLE TO POLE * *LEAFY LAYERS * * * * * Related Activity 1 * * * * * Related Activity 2 * * *LEAFCUTTER ANTS * * * * * * * Related Activity 1 * * Related Activity 2 * *HUNTING TOOLS * * Related Activity 1 * *TROPICAL PRODUCTS * * * Related Activity 1 * * *PRESERVING RAINFORESTS * * Related Activity 1

Texas Essential Knowledge and Skills (TEKS) for MathGrade 1

1B 2A 2B 3A 3B 6A 6B 6C 7A 8A 9A 9B 10A

10B

RAINFOREST LAYERS * * * Related Activity 1 * * * * * Related Activity 2 * * * *FROM POLE TO POLE Related Activity 2 * * * *LEAFY LAYERS * * * * * Related Activity 1 * * * * * Related Activity 2 * * * * * *LEAFCUTTER ANTS * * * * Related Activity 1 * * * * * *HUNTING TOOLS * * * * Related Activity 1 * * * *TROPICAL PRODUCTS * * * Related Activity 2 * * * *

117


2A 2B 3A 3B 7A 7B 7C 9B 11A

11B

11C

RAINFOREST LAYERS * * Related Activity 1 * * *FROM POLE TO POLE Related Activity 2 * *LEAFY LAYERS * Related Activity 1 * Related Activity 2 * *LEAFCUTTER ANTS * * Related Activity 1 * * *HUNTING TOOLS * * * * Related Activity 1 * * * *TROPICAL PRODUCTS * Related Activity 2 * *


2A 2C 3A 3B 11A

13 14A

14B

14C

RAINFOREST LAYERS Related Activity 1 * *FROM POLE TO POLE Related Activity 2 * *LEAFY LAYERS * * Related Activity 1 * * Related Activity 2 * *HUNTING TOOLS * * * Related Activity 1 * * *TROPICAL PRODUCTS * Related Activity 2 * * * *

118


2A 2C 3A 3B 7 12 13C

RAINFOREST LAYERS Related Activity 1 * *FROM POLE TO POLE Related Activity 2 *LEAFY LAYERS Related Activity 2 * *LEAFCUTTER ANTS Related Activity 1 *HUNTING TOOLS *TROPICAL PRODUCTS * Related Activity 1 * * * *


2A 2B 2C 3A 5A 5B 11A

12A

13C

RAINFOREST LAYERS Related Activity 1 * *FROM POLE TO POLE Related Activity 2 *LEAFY LAYERS * Related Activity 1 * Related Activity 2 * * * *LEAFCUTTER ANTS * Related Activity 1 * *HUNTING TOOLS * * Related Activity 1 * *TROPICAL PRODUCTS * Related Activity 2 * * * * * *

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3A 3B 3C

SEED JOURNEYS Related Activity * * *


1B 2A 2B 4A

HOW HOT IS IT? * * * * Related Activity 2 * * * *


2B

HOW HOT IS IT? * Related Activity 2 *

Texas Essential Knowledge and Skills (TEKS) for MathAlgebra I

b2D

PLANT PUZZLE *

Texas Essential Knowledge and Skills (TEKS) for MathGeometry

d1A

d1B

d1C

ELEVATION SITUATION * * * Related Activity 1 * * * Related Activity 2 * * *

tropical rainforests - moodygardens.com · within a tropical rainforest there are four distinct...

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